high school tv production assignments

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The Ultimate Guide to Video Production Classes in High School

If you’re a media class teacher looking to offer video production classes in your high school, you’ve come to the right place. Video production skills are becoming increasingly important in today’s digital age, and providing your students with the opportunity to learn these skills can have numerous benefits. From fostering creativity to developing critical thinking and technical expertise, video production classes can be a game-changer for your students. In this ultimate guide, we’ll explore the basics of video production, different types of video production classes, tips on choosing the right class, and how to prepare for your first video production class.

Understanding the Basics of Video Production

Before diving into the world of video production, it’s crucial to understand its importance and the key concepts involved. Video production skills go beyond simply pressing ‘record’ on a camera. They encompass various aspects such as storyboarding, camera angles, lighting, sound, and editing. By mastering these skills, students can effectively communicate their ideas and tell compelling visual stories.

The Importance of Video Production Skills

Video production skills are highly sought after in today’s media-driven world. Whether it’s for personal projects, academic assignments, or future career prospects, having a solid foundation in video production can give students a competitive edge. From creating documentaries and short films to producing video content for social media platforms, the possibilities are endless.

Imagine a world without videos. No movies, no television shows, no YouTube. It’s hard to fathom, isn’t it? Videos have become an integral part of our lives, allowing us to connect, learn, and be entertained. They have the power to evoke emotions, convey messages, and capture moments that words alone cannot. In a society where attention spans are shrinking, videos have the ability to grab and hold our attention, making them a powerful tool for communication.

Furthermore, video production skills are not limited to the entertainment industry. They are increasingly in demand in fields such as marketing, advertising, journalism, and education. Companies are constantly looking for creative ways to engage their audience and stand out from the competition. By incorporating videos into their marketing strategies, businesses can effectively convey their brand message and connect with their target market.

Key Concepts in Video Production

When teaching video production classes, it’s important to cover essential concepts such as shot composition, camera movement, lighting techniques, and sound recording. By familiarizing students with these concepts, they can start thinking critically about how different elements contribute to the overall impact of a video.

Shot composition is the arrangement of visual elements within the frame. It involves considering factors such as framing, perspective, and the rule of thirds. By carefully composing each shot, filmmakers can guide the viewer’s attention and create a visually pleasing image.

Camera movement adds dynamism and visual interest to a video. Techniques such as panning, tilting, and tracking shots can be used to follow the action, reveal new information, or create a sense of immersion. Understanding how camera movement affects the viewer’s experience is crucial in creating engaging and captivating videos.

Lighting is another essential aspect of video production. It sets the mood, enhances the visual aesthetics, and helps convey the intended message. Different lighting techniques, such as three-point lighting or high-key and low-key lighting, can be used to create different effects and evoke specific emotions.

Sound recording is often an overlooked aspect of video production, but it plays a vital role in creating a professional and immersive experience. Clear and high-quality audio is essential for effective storytelling. Students should learn about microphone types, placement techniques, and sound editing to ensure their videos have crisp and balanced sound.

By delving into these key concepts, students can develop a deeper understanding of video production and elevate their storytelling abilities. They will be able to create videos that not only look visually appealing but also effectively communicate their intended message to the audience.

Exploring Different Types of Video Production Classes

Video production encompasses a wide range of skills and techniques. Understanding the different types of classes available can help you provide your students with a well-rounded education in video production.

Introduction to Filmmaking

This type of class serves as a foundation for aspiring filmmakers. It covers topics such as scriptwriting, camera operation, directing, and storytelling. Students will learn about the entire process of producing a film, from pre-production to post-production.

Advanced Video Editing Techniques

In this class, students will delve deeper into the art of video editing. They will learn advanced techniques in software like Adobe Premiere Pro or Final Cut Pro , allowing them to refine their editing skills and create professional-quality videos.

Special Effects and Animation in Video Production

For students interested in visual effects and animation, this class offers a fantastic opportunity to explore the world of CGI (Computer Generated Imagery). They will learn how to use software such as Adobe After Effects to add special effects and animate objects in their videos.

Choosing the Right Video Production Class

Now that you’re familiar with the types of video production classes available, let’s dive into how to choose the right class for your students.

Assessing Your Interests and Goals

Consider your students’ interests and goals when selecting a video production class. Some students may be passionate about filmmaking, while others may be more interested in editing or animation. Tailoring the class to their preferences will keep them engaged and motivated.

Evaluating the Course Curriculum

Take a deep dive into the course curriculum. Ensure that the class covers a wide range of topics and provides hands-on opportunities for students to apply what they’ve learned. Look for classes that balance theory with practical exercises.

Considering the Instructor’s Expertise

Choose a class taught by an instructor who has industry experience and expertise in video production. An instructor with practical knowledge can provide valuable insights and mentorship to your students.

Preparing for Your First Video Production Class

Once you’ve chosen the right video production class, it’s time to prepare your students for the exciting journey ahead.

Essential Equipment for Video Production

Ensure that your students have access to the necessary equipment for video production. This includes cameras, tripods, microphones, lighting equipment, and editing software. Consider seeking funding or partnering with local organizations to access additional resources.

Pre-Class Reading and Research

Encourage students to familiarize themselves with video production concepts before the first class. Provide them with reading materials or online resources to get a head start. This will enable them to ask thoughtful questions and actively participate in class discussions.

Setting Expectations and Goals

Before the first class, clearly communicate your expectations and goals to your students. Set realistic milestones and encourage them to set personal goals. This will create a sense of purpose and motivation, driving their progress throughout the course.

By following this ultimate guide to video production classes in high school, you’ll be well-equipped to offer your students a transformative learning experience. From understanding the basics of video production to exploring different types of classes and choosing the right one, your students will gain valuable skills that can benefit them in future endeavors. So, get ready to embark on this exciting journey and unlock the creative potential of your students!

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CTE - Video Production | Nuttall, David

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VIDEO PRODUCTION 1

  Course Description

In today’s marketplace, students need to be prepared to sell themselves and their skills.  Any advantage that students have to help themselves secure a place in a quality work environment is vital.  Video Production 1 will teach students employability skills as applied to the video production field.  This course will also provide an understanding of the TV and Film production industry, which includes aspects of story and script development, pre-production storyboarding, cinematography, sound design, and finally, post production editing and visual effects.

Grading Policy

Students will be required to develop a professional portfolio of their work.  This will allow all students to reflect upon past classroom experiences and self-assess their overall progress throughout the course of the semester.  Students will be graded on the quality of their portfolio, production projects, in-class assignments, and test/quiz scores.  Student grades will be updated weekly.  Please check Parent Vue / Student Vue regularly to track student progress.

 Video Projects/Portfolio        50%               

 Tests/Quizzes                     10%                     

 In-Class Assignments          20%                 

 Final Exam & Project           20%                   

Homework Policy

Because of the equipment-dependent nature of this course, there will be very few times when homework is given.  All unfinished classwork that is not dependent on course software and equipment must be completed as homework and is due the following day. Projects and assignments that require the use of course software and equipment will be completed during class time.  If a student falls behind, it is their responsibility to schedule time during my office hours to finish their work.  Late projects must be completed within a week of their due date. Late work from unexcused absences will receive a 50% penalty.

Required for class:

There is a $12 fee per semester for this course. Fees must be paid in the School bookstore. In addition, a set of earbuds are required for use while editing video productions.   Suggested: 32gb media storage (SD or USB Flash Drive).

Video Projects

Students will produce a variety of audio/visual productions.  These projects require the use of a digital video camera.  Equipment is available for classroom use only.  Students wanting to work on projects outside of class must obtain their own equipment (smartphones are a great option when necessary).

Equipment and Handling

Students are to use the video equipment and computer lab with care.  Students will be held financially responsible for damaged or lost equipment.  Please see the Computer Lab Use Guidelines and Video Equipment Use and Checkout Agreement forms for additional information.  In addition to this syllabus, each student is required to have both of these signed documents on file before he/she will be permitted to use the equipment and/or computer lab.

Filming Privileges

Filming outside of the classroom during school hours is a privilege.  Privileges may be revoked.

• No student will leave the classroom without properly signing-out.
• All school rules apply to you wile you are working outside the lab.
• In Restrooms / locker rooms
• Parking lot / off school premises
• In empty rooms. A teacher must always accompany you into any room on campus.

  Remember when you leave the classroom with a video camera; you are representing Mr. Nuttall and the entire HHS Video Production Program.  Please act accordingly so that we can continue to enjoy this fun and exciting program.

Code of Ethics

As a public figure and production student of Higley High School, you are held to a certain set of standards.  Video recording anyone or anything deemed inappropriate will result in an automatic failure and removal from the class.  If something is in question then stop recording and see Mr. Nuttall immediately.  Do not let students who are not in video production borrow or use the camera or other production equipment.  You will be held solely responsible for any footage recorded when it is checked out to you.  You are not at liberty to use school equipment for anything that is not school related. This also means that you are to follow all handbook policies and procedures.

An absence is defined as a student’s non-attendance in the student’s assigned classroom during an assigned period. The difference between an excused absence and an unexcused absence is parents have followed procedures to excuse a student by calling the attendance line.  However, the accumulation of excused and unexcused occurrences will result in potential consequences.  All absences accrue towards the limit of 10 per semester.  Higley Unified School District has implemented a limit of ten absences per semester.   If the student acquires ten or more absences during a semester, the student will lose credit in those classes. To earn credit while auditing a class, the student must submit an appeal to administration, attend all classes after the appeal is presented, and pass the semester final exam with a minimum of 75%.

Attendance Policy

A student will be considered absent from class if they enter the classroom more than ten minutes after the designated start time.  If the student has a valid reason to be late to class it will be an excused absence. The absence will be considered unexcused if the student is late without being excused by the school administration or the parent signing in the child late.   

Creating an Optimal Learning Environment

• Cell phones and other electronic devices will be turned off and put away before entering the classroom.
• Students will stay on task during class time to avoid becoming a distraction to their classmates; thus giving those individuals who have come to learn, ample opportunity to succeed.
• No food or drink will be allowed in the computer lab (water with a lid is okay)
• No hats allowed in classrooms.
• Students will sit in their assigned seat upon entering the classroom.
• Earbuds will only be used while editing a video project. AirPods do not work with our computers and need to stay in your backpack during class time.
• DO NOT ask to use the restroom in the first 10 minutes or last 10 minutes of class.

Consequences (Behavior and Tardies)

• First Infraction: student will be reminded and asked to stop his/her inappropriate behavior.
• Second Infraction: one-on-one conference with the student will be held to discuss his/her behavior.  Cell Phones, etc. will be held at my desk until the end of the period.  Parent/Guardian will be contacted.
• Third Infraction: Student will be assigned ASD (After School Detention with Teacher). Parent contacted.
• Fourth Infraction: Referral for Saturday School. Parent contacted.

VIDEO PRODUCTION 2

Course Description

Video Production will give students an inside look at what it takes to produce HD digital video content, TV broadcasts, and short films. With an opportunity to develop, shoot, and edit their projects, students will come away with a deeper understanding of the four stages of production: Development, Pre-production, Production, and Post-production. During the second half of this course, students will begin preparation for the final phase within the HHS Video Program; becoming a member of The Studio, Higley High School’s weekly student news broadcast crew. Please understand that not all students will be admitted into the final year of the program (it is extremely competitive).  This year’s course will act as your audition so it is extremely important that you put your best foot forward throughout the year to ensure yourself a spot in next year’s Studio crew.

Students will be required to develop a professional portfolio of their work.  This will allow all students to reflect upon past classroom experiences and self-assess their overall progress throughout the course of the semester.  Students will be graded on the quality of their portfolio, production projects, in-class assignments, and test and quiz scores.  Student grades will be updated weekly.  Please check Parent Vue / Student Vue regularly to track student progress.

 Video Projects/Portfolio       50%              

 Tests/Quizzes                     10%                       

 In-Class Assignments          20%                    

 Final Exam & Project           20%                                           

There is a $12 fee per semester for this course. Fees must be paid in the School bookstore. In addition, a set of earbuds are required for use while editing video productions.  Suggested: 32gb media storage (SD or USB Flash Drive).

Filming outside of the classroom during school hours is a privilege.  Privileges may be revoked.

Remember when you leave the classroom with a video camera; you are representing Mr. Nuttall and the entire HHS Video Production Program.  Please act accordingly so that we can continue to enjoy this fun and exciting program.

A student will be considered absent from class if they enter the classroom more than ten minutes after the designated start time.  If the student has a valid reason to be late to class it will be an excused absence. The absence will be considered unexcused if the student is late without being excused by the school administration or the parent signing in the child late. 

TV BROADCASTING

Students enrolled in this course will build on their production experience by writing, producing, directing, and performing a school-wide television broadcast each week. Students will also produce commercials, public service announcements, highlight reels, news and feature pieces for the weekly TV broadcast. Students will learn advanced editing techniques and graphic skills using software programs such as Adobe Premiere Pro, After Effects, and Photoshop.

Students will be required to develop a professional portfolio of their work. This will allow all students to reflect upon past classroom experiences and self-assess their overall progress throughout the course of the semester. Students will be graded on the quality of their video packages, studio work, b-roll camera work, equipment management, in-class assignments, test scores, and class participation. Please check Parent Vue / Student Vue regularly to track student progress.                                            

Video Projects/Portfolio       50%                

Tests/Quizzes                     10%              

In-Class Assignments          20%                

Final Exam & Project           20%                  

Required for class

There is a $12 fee per semester for this course. Fees must be paid in the School bookstore. In addition, a set of headphones or earbuds are required for use while editing video productions.   Suggested: 32gb media storage (SD or Flash).

Homework and Extracurricular Projects

Students will be required to attend, and produce news stories on various after school events, including: sporting events, school plays, concerts, club meetings, and other similar functions. Students are required to stay after school for studio production time at least one Wednesday or Thursday every two weeks. 

Punctuality and Reliability

Being on time is very important. This class is responsible for producing weekly school news broadcasts. Meeting deadlines is vital to your grade as well as to the overall production process. You must be reliable.

Scheduled video packages will be due by the end of the period, one day prior to the broadcast. Video packages not meeting deadline will be penalized 50% and pulled from the production. The classroom editing facilities will be open everyday before school at 6:45AM, after school Wednesdays until 4:00PM, and after school Thursdays until 5:00 PM.

• All school rules apply to you wile you are working outside the studio and Mac lab.
• Parking lot (must notify security)/ off school premises
• Earbuds will only be used while editing a video project. AirPods will not work with our computers and will stay in your backpack.
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Teaching Point

TV Production 1

$ 29.00 – $ 999.00

Diana Blount’s practical, classroom-tested curriculum has been written for the novice or for the experienced TV Production instructor who wants a comprehensive, award-winning curriculum. Teacher materials provide an introductory orientation in TV production mechanics and a variety of instructional strategies as preparation for the new teaching assignment. This semester course includes an easy-to-use pacing guide, fully detailed daily lesson plans, and outstanding class notes to support classroom instruction. Included are pacing guide, daily lesson plans, class notes, student workbooks, homework assignments and quizzes.

“I was a first year teacher with experience in the television industry. However, having experience in the industry and teaching the basics of television production to teenagers are two, totally different fields. I knew what I was teaching; I just wasn’t experienced in how to teach it. This book gives detailed instructions for every lesson. It’s also easy to follow and structured in logical order; each lesson builds on the last, reemphasizing the previous lesson. The students have to master each lesson before moving on to the next. From the history of television to how to have your class produce their own news show . . . this book tells everything you need to know. If it were not for this book and the assi stan ce of the author, Diana Blount, I would not have gotten through the school year! I recommend this book to anyone who is just starting out in the field and experienced veteran teachers.” — Altoria White, Second year television production teacher, Stanton College Preparatory School, Florida

“Your TV Production I & II books continue to help me teach my courses. At first, as a new teacher, I followed them religiously. Now that I’ve gained a little confidence, I find I turn to the books as sources and adapt their lessons to my class. Either way, I would have a MUCH harder time teaching without them. I also have had the time to search out other TV Production books for teachers, and honestly, yours has the most innovative lessons and detailed plans for getting through each class. Diana Blount was wonderful to share all her great ideas with us.” – Marisa Carbone, Paxon School for Advanced Studies, Florida

Complete Teacher Manual and Student Book – pricing below

CLICK HERE FOR SAMPLES

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Table of Contents

Available options:, description, additional information, related products.

TV Production 2

Public Speaking

Middle School Journalism Semester 1

Middle School Journalism Semester 2

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About tv production.

Students will be introduced to basic television production with an emphasis on the short film, news production, and video editing.  The class is designed to hone skills through hands-on classroom instruction that enriches individual artistic visions.  Students will learn the basics of scriptwriting, camera operation in a wide range of settings, and the use of Adobe Premiere Pro software for editing.  The majority of the class will be hands-on activities to reinforce the topics we are covering.  Students will work in teams to accomplish most of the television production assignments.  Much of what the student will learn comes from my direct professional experience in the field of television production.

TV Production is an exciting career with many local job opportunities.  We have the most advanced vocational facilities in Louisiana and students will be part of an exciting TV Production course.  

Students looking forward to careers in broadcasting, technology applications, and even management will benefit from the program.

ABOUT TV PRODUCTION I

This program serves as an introduction to the fast-paced television production industry with an emphasis on pre-production, production, and post-production.  Our students learn skills like scriptwriting, lighting, camera operation, and editing.  

ABOUT TV PRODUCTION II

Students that move into the upper levels of TV Production II will develop skills to become certified in Adobe Premiere Pro CC.

Industry-Based Certifications

Adobe Premiere Pro Certification (TV Production II)

Jumpstart 2.0 Program Information

Arts, A/V Technology, and Communication

Information Technology

Jumpstart 1.0 Program Information

Digital Media and Entertainment

Technology Specialist

Additional TV Production Links

BPSTIL TV Production YouTube Channel

Course Instructor

Eric Crowder

Class Website

Mr. Crowder's classroom website

Pre-Requisites

Additional course information.

Sophomore, Junior, or Senior

Must work well with team members

Dual Enrollment Information

Bossier Parish Community College

Students have the opportunity to apply for PLA credit in Digital Video using the IBC Adobe Premiere Pro Version CC 2015 or later at BPCC in the following courses:

High School Course

College Course Number

College Course

College Credit Hours

TV Production II

Video Editing

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TV PROGRAM WORKSHEETS FOR HOMEWORK

TWM offers the following “movie worksheets” which serve as the core for TV show lesson planning.

• TV Program Worksheet for Homework — Fiction (Soaps, Dramas, and Reality/Survival Shows) ;
• TV Program Worksheet for Homework — Historical Fiction ;
• TV Program Worksheet for Homework — Informational Documentary ;
• TV Program Worksheet for Homework — Documentary Designed to Persuade ; and
• TV Program Worksheet for Homework — News and Current Events Programming . about what they watch.

The basic idea is to get students to analyze something in which they are interested and to express their conclusions in writing. This will make homework more palatable and lead students to give it their best effort.

The worksheets created by TWM are generic; useful for almost any program of the type indicated.

The 2010 Common Core State Standards require that teachers in history/social studies, science, and technical subjects join in the effort to assist students in learning how to read, write, and listen. See Common Core State Standards page 5, item # 6, and pages 59 – 69. This may be a change for teachers in those subjects. The worksheets listed in this article will help teachers in subjects other than ELA to meet the requirements of the standards.

To use the worksheets, first review them to make sure that they are appropriate for the class and the assignment; adjust as necessary. In most cases, have the class read the questions on the worksheets before watching the programs. If the whole class is watching one program or one type of program, the worksheet prompts can be read out loud in class. Teachers should also have an alternative assignment available for those students who do not have television in the home or who cannot access the program for some other reason. See TWM’s Cell Phone Lesson Plan .

TWM recommends that, whenever possible, teachers suggest or show productions of high artistic quality with important themes, something that is difficult to accomplish when allowing students to choose which shows to watch. This is perhaps the largest disadvantage of using the lesson plan materials linked in this page and one of the reasons that TWM recommends that such assignments be homework. Teachers may also want to consider using these assignments for extra credit.

A Note About the Advantages of Using Generic Worksheets: Many worksheets, created primarily to be used when students watch movies, contain questions about specific scenes or details to test whether students have been paying attention. When students watch television programs at home, requiring responses to prompts in a TV program worksheet ensures that students follow the show and don’t daydream or become distracted. This type of worksheet is clearly beneficial when the program itself has educational value or is going to be used to drive assignments requiring the exercise of important skills. Using such a worksheet is usually better than just letting students watch the program.

Worksheets with generic questions have the same advantages, however, they also ensure that students will begin to see that programming of the same type has certain common characteristics that can be broken down and analyzed. Generic worksheets require that students use thinking skills of a higher level than worksheets requiring only that students recall and regurgitate scenes or facts. For these reasons, TWM suggests that teachers use generic worksheets, or worksheets with primarily generic questions, in their lesson plans.

Finally, when students are going to be choosing the exact program to watch, it will be impossible for teachers to formulate specific questions for each student.

An exhaustive discussion of the potential uses of television programming is beyond the scope of this article. However, set out below are some cursory comments to assist teachers in using TV program homework assignments as part of a lesson plans.

Using TV Program Worksheets for Homework Assignments in ELA Lesson Plans

Many types of television shows employ the elements of story. Obviously, story is important in drama and often in comedy. In addition, reality TV shows, including competition and survival shows, often employ the devices of story to keep audiences interested.

Finding the Right TV Show: Many teachers will be surprised at the TV programs their students watch. One TWM contributor discovered that her 11th and 12th grade ELA students, male and female, were watching cooking shows such as “Chopped,” “Master Chef,” “Iron Chef,” or “Hell’s Kitchen.” Some kids watch sports-like competitions or even “Jeopardy.”

On a Friday afternoon or perhaps during the last class before a holiday, when attention spans are particularly short, hold a brief discussion with the class on “What are your favorite TV programs?” Have a trusted student take notes or have the class write their favorites on index cards and hand them in. The responses may be surprising.

TWM’s TV Program Worksheet for Homework — Fiction will make it clear that the TV program being watched contains the elements and employs the devices of fiction. See also, TWM’s Movies as Literature Homework Project.

Using TV Program Worksheets for Homework Assignments in History or Social Studies Classes

There are three types of television shows that are useful in history/social studies lesson planning: documentaries, historical fiction, and current events, including news shows. The class can be assigned to watch a documentary type show and to write responses to questions about it. Excellent question prompts can be found at TV Program Worksheet for Homework — Informational Documentary and TV Program Worksheet for Homework — Documentary Designed to Persuade .

Some TV programs are works of historical fiction. In fact, most students, when they get out of school, will not read books of historical analysis. They will obtain most of their knowledge of past events through historical fiction, from television, movies, or novels. Teaching students how to evaluate historical fiction gives them tools for analysis that they can employ their entire adult lives. See also, TWM’s Historical Fiction in Film Homework Project .

Current events or news programing can be useful in several ways. One example is to ask students to compare a current event to past events, e.g., students can be asked to listen to a news broadcast or a documentary on the most recent iteration of the Arab Spring revolutions and write an essay on what relation these events have to another non-violent revolutions such as the independence movement in India led by Mahatma Gandhi or the U.S. Civil Rights Movement led by Dr. Martin Luther King. (For a film detailing the ties between Gandhi and nonviolent mass action across the globe, see Learning Guide to A Force More Powerful .) For a homework worksheet for news or current events programming, click here .

Students complain that school is divorced from their reality. TV programming offers an opening for teachers to create homework assignments in writing that relate to what students do at home. Kids will be more interested in completing these assignments, and they will gain perspective

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15 creative video project ideas for students (and their teachers)

Fall is here. The leaves are starting to change color and teachers everywhere are asking the same question: How do I come up with video project ideas for my students?

Video has been a staple learning tool for decades. But having students create, design, and edit video projects themselves is becoming a much more common classroom activity. Video projects are a great way to help students of all ages  actively engage with subject matter  and learn from one another.

Online apps like  Biteable  make it easy for students to turn video ideas for school into a reality. Templates and easy-to-use editing tools keep the process simple and offer plenty of inspiration for student video projects.

To help teachers and students alike leverage video as an  educational tool , we’ve gathered our favorite creative video project ideas for students. Each idea comes with a ready-to-edit video template so you and your students can get started right away.

Create videos that drive action

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Elementary student video project ideas

It can be tricky to keep young students interested and engaged all day long. Creating videos gives elementary students a fun, creative way to learn about anything. And student-created videos are an amazing classroom learning supplement. If a video is produced by their peers, interest will skyrocket.

1. Create a book trailer

Instead of a traditional book report, have students design a movie-style trailer that drums up excitement about a novel or a non-fiction book. Creating a book trailer gives students the opportunity to think creatively, share a story with their classmates, and reinforce their learning in a new way.

2. Give a video tour

To supplement social studies curriculum, students can create a video showing off a significant location or their favorite part of the school. If you have a field trip planned, ask students to share their experience by recording videos throughout the day and adding voice over narration.

A video tour of the school is also a great way to share the campus with new students and visitors. As a way to pass the torch before they leave for middle school, how about asking your fifth graders to collaborate on an orientation video for incoming kindergarteners?

3. Celebrate the holidays

There’s always something to celebrate, no matter what time of year it is. Have students film letters to Santa, make video Valentines for parents or grandparents, or make short educational videos about lesser known holidays. Students can even create simple, digital thank-you notes for classroom visitors or parent volunteers.

4. Recreate a moment in history

Learning about historical people and events? Have your students research and recreate major moments in history, like the story of Rosa Parks or the Oregon Trail.

Videos help students visualize and remember these important moments. It also gives students the opportunity to experiment with digital storytelling. And students will be challenged to bring each scene to life accurately.

5. Try stop-motion video

Video learning isn’t limited to literary or historical topics. Encourage students to use stop-motion or create their own slides to explain science experiments or other STEM projects. With the right footage, like Biteable’s extensive collection of clay animation footage, students won’t even need to build stop motion models. They can just focus on the presentation and storytelling in their video.

Video project ideas for middle and high school students

Video projects for high schoolers can be a little more advanced, as students should be practicing editing and narrative skills in addition to learning about new topics.

6. Create a news channel

To supplement learning in a current events class, have your students film a news broadcast covering both local and international events.

Ask students to take on certain roles in the newsroom: anchor, sports reporter, weather reporter, or entertainment correspondent. Doing a news segment helps everyone get involved and promotes teamwork.

7. Start a portfolio

Many high school students are thinking about college applications. Give them the chance to  jumpstart their applications with a portfolio video project  and showcase what makes them unique.

Art students can show off their best work and design skills. Students applying to traditional schools can answer an application question or create a video showcasing their community service and extracurriculars.

8. Promote a good cause

Rather than writing a traditional essay or report, have students create a video advocating for a cause that’s important to them. This helps students build their identity and develop persuasive skills. And students can share their  promotional video  with everyone, not just their teacher and classmates.

9. Questions for your future self

Think ahead with a video full of inspiring questions. This project is great for incoming freshmen. At the beginning of the year, have students create videos with questions for their future self or with goals for their life and career. At graduation, send the videos back to them. It’s a fun, positive way to celebrate their success throughout high school.

Higher ed video project ideas

Higher education might not seem like the place for student-made videos. But in the real world, businesses use video for all sorts of things. Video projects build plenty of resume-worthy skills that college students can take with them to the workforce.

10. Create a university promotion video

It’s easy to forget that colleges and universities are businesses, too. And they need help with promotion. A solid college or university promotion video could open opportunities for internships or college employment. Promoting something that they’re already familiar with is a great way for students to build video persuasion skills.

11. Record and edit interviews

Being able to conduct a good interview and edit it in a way that’s appropriate for the purpose of the interview is a valuable skill in multiple industries. And interviewing experts in the field is appropriate for just about any class.

12. Make a video self-assessment

Grades are important. But being able to self-assess is also an incredibly valuable way for students to incrementally improve at any skill.

Making video self-assessments gives students a more active role in the grading process and offers them a creative way to highlight the work they’ve put into a course. It also gives them a chance to make an argument for the grade they feel they deserve — a skill that easily correlates to performance reviews in their future workplace.

13. Film a job interview guide

For most people, the interview is the most nerve-wracking part of getting a job. Practicing interview questions is a great way to prepare. But most students don’t know how to prepare for a job interview.

Creating a job interview  how-to guide  is a perfect way for students to learn how to prepare for a job interview and help other students prepare at the same time.

14. Create a video presentation based on a written assignment

Written assignments are the backbone of a university education (in most disciplines, at least). However, the audience for most written assignments is limited to the professor and assistants. Creating presentation videos for their assignments gives students the opportunity to share their hard work with their fellow students, while also learning valuable video editing skills.

15. Build a video resume

For most students, the job search starts even before graduation. A video resume helps students highlight the skills they acquired and the experience they gained during college. And, given the global workforce, a  video resume is a great supplement to a paper resume, especially when applying for remote or distant positions where an in-person interview may not be an option.

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51 Creative Video Project Ideas for Students (With Templates)

• video project ideas

It’s always a challenge to keep students engaged during classes, especially virtual classes. One of the ways to do this are video projects. Video projects not only make for fun viewing, they also supplement learning. While creating videos with fellow students is a fun activity, it’s not always easy to come up with video project ideas.

So here we bring you some of our favorite creative video project ideas for students. We also share ready-to-use free video templates that you can plug into and start using. Stay tuned till the end and find a bonus section for students on how to make a good video project! Let’s dive in!

A. Video project ideas for elementary students B. Video project ideas for high school students C. Video project ideas for higher education students D. How to make a good video project

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A. Video project ideas for elementary students

Video projects for elementary students are mostly a way for the teachers to ensure comprehension and interest in the classroom. These can also be a good tool to make students think about different topics. Let’s check out some video project ideas for this age group:

1. Summarise a lesson

Get your students to summarise history or literature lessons on video. Have students research major figures and events in history and make videos around these concepts. This gives students the chance to learn digital storytelling as well as thoroughly research important historical figures! For example, check out this video sharing the history of television!

Use This Template

2. Share a talent video

Have students share a video performing a talent! They can share singing, dancing, painting, art, baking, playing an instrument or various such videos. This can be a fun activity where students learn more about their peers. For example, check out this music artist launch promotion video that can be used by students to promote their own music videos .

3. Create a book report video

Instead of traditional book reports, get students to create book reports or trailers for various literature projects. These can be a good way to get students curious about concepts you will be teaching them too! Check out this video book report.

4. Celebrate a holiday

Get students to create videos on their traditional or religious holidays. This is a great way to cultivate curiosity, awareness and tolerance for different ethnicities and cultures. Check out this Christmas facts video as an example.

Use This template

5. Create science experiment videos

Encourage students to create their own slides to explain science experiments and their findings. This way, students start thinking of STEM disciplines in a more analytical, hands on manner. Check out the lesson plan presentation below that can be used to document the objectives and findings of such an experiment.

B. Video project ideas for high school students

Video projects for high school students can be a little more advanced as they are in the process of growing their skills and learning more about different subjects.

1. Create a video portfolio

High school is when students start thinking about college applications. This is a great time to start making a portfolio. Teachers can give students the chance to create a portfolio video and share their unique skills and interests. For example, students interested in engineering and STEM can share their coding or science related know-how. Check out this copywriter portfolio as an example.

2. Create a news show

Students need to know current events, both for their school community and for the world around them. Having a school news show is a way to communicate with the school community of students, teachers, staff, and parents. This can be a group effort that helps students learn the value of teamwork and allocation. Check out this newsreel video you can customise to create your own weekly news show.

Use This Template 

3. Make a video tour of an important location

If students visit a place -- on a field trip, on vacation or any time -- they can share their learning experience with others by recording video of it and narrating as they go. (If they're at a museum or other such places, asking permission first is probably a good idea!) If they can't visit it, creating a video slideshow with InVideo is also an option. Get your students to share video projects on important locations as an assignment. These projects can be themed around festivals , cultural concepts and activities too. For example, check out their Halloween cross country tour slideshow.

4. Share practice records

Learning a language, cooking , music or sports require constant practise. To gauge the progress of each student, you can ask them to record themselves learning to play an instrument or speaking a new language. Students can make video projects of themselves learning or mastering a particular song, key phrases and more. For example, check out this violinist’s progress video.

5. Create an ad or a promotional video for school events 

Get students to make an advertisement or a pitch for a school event. This could include a political ad for class president election, a video resume , or an ad for the latest games or tournaments in the school. Students will need to think about the audience they are trying to reach and the length of the advertisement. For example, check out this match poster video.

6. Promote a good cause

Get students to create a video project promoting a cause they believe in. This helps them build their opinions and develop persuasive skills. Students can share this video with everyone, not just the classroom! For example, here’s a video you can customise to debunk myths around a way of life (going vegan in this case).

C. Video project ideas for higher education students

Post high school, it may seem that video projects aren’t that important. But this is the time when students are most focused on improving skills related to their career. Video projects can thus help students showcase their understanding and interest areas, especially to future employers. So let’s check out some video project ideas for these students.

1. Interview interesting people

The people around us and around the world are living history. Their experiences, information, and advice is a treasure trove waiting to be mined. Get your students to interview individuals from their interest areas or in interesting professions. They could be in-person interviews where both parties sit next to each other or they could be virtual interviews, where someone far away records responses to questions. These interviews can act as learning aids, as well as help students connect with people in their future careers. Check out this video interview on how to approach people for their life stories.

Make your own video highlighting interesting interviews by sharing quotes , testimonials, and more. Check out this testimonial video as an example you can use and customise.

2. Teach a concept via videos

Truly understanding something is the ability to teach it to others. Students can make a video where they are recording themselves completing a task on their computer screen or they can make a demonstration video like a coding class. Teachers and professors could then use these videos to help reinforce skills in your class or even flip some of your lessons. For example, check out this video tutorial on note taking apps.

3. Create a self-assessment video

Being able to assess oneself is an extremely important skill that students need to improve themselves. Self assessment empowers students to become better learners. It also allows them to take an active role in their assessment and push for a grade they feel is unfair - a direct correlation to performance reviews at the workplace! Personalise this testimonial video to create your own self assessment video.

4. Create a video presentation for a written assignment

Written assignments are a staple when it comes to college. But only professors and classmates can view these. Instead, creating a short, promotional video on a written assignment is a great way for students to share their work with more people and learn editing skills at the same time. Check out this digital marketing trends video you can use to create your own video presentations .

5. Create a video resume

For most students, the job hunt begins in college itself. A video resume helps highlight key skills as well as share the student’s personality and attitude with employers. Especially when applying to remote or distant positions, a video resume along with a normal resume provides brownie points. Check out this video resume you can use as a blueprint to create your own.

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6. Create a University promotion video

Universities and colleges need as much promotion as they can get. And who better than students to share their experiences and highlights. Get students to create unique videos with their best anecdotes or areas in the university. This is also a good way to get them to research interesting aspects of college life. Check out the University promotional video and make it your own.

D. BONUS: How To Make A Good Video Project

Your school video project can earn you good grades. It is also an opportunity to showcase your creativity. But how to create the perfect video without any error? Video creation may not be your forte, but you still wish to excel in school video projects, right? No worries!

If you have a school video assignment in hand but don’t know where to begin, read below to learn how to create a video project super easy and quick, without any error and fuss. Now, let’s divide your video project into 5 easy steps.

Step 1: Video topic or idea

If you are working on a school assignment, you probably have a video topic given by your teacher or professor. If you are looking for video topic ideas though, find them here .

Step 2: Plan your video assignment

Planning is super important for your videos. This is when you decide how you want to create your video. Consider whether you want to live record your video or create it online using an app or a tool. An online tool like InVideo offers you pre-created templates that might meet your requirements. This is also a super quick and easy way to make your video from scratch. The first thing you need to do is go to InVideo and login or sign up if you wish to use this tool. Next click on the “Pre Made Templates” Option and select the video dimension you want. Finally, type phrases related to your video in the search bar.

You will now see templates related to your search as you scroll below. Simply select the template you want to use and click on the “Use This Template” button to start editing!

If your video idea is to record an event , but you don’t have a DSLR, camcorder or GoPro, use your own smartphone camera for the school project.

Step 3: Prepare a video script

Now that you know how you will record your video, the next step is creating a script for your video. Here’s a step-by-step guide on script writing you can refer to. 

3 questions to ask yourself before you create your script:

- What is the objective of your video? - How long does your video need to be? - Who is the audience that will watch your video?

Step 4: Shoot your video + audio

Once your script is finalized, it’s time to shoot your video. You also need to make sure that you are recording audio to go with your video. Check out this list of equipment and how you can use it to record video and audio. 

Step 5: Edit your video

As mentioned earlier, one of the most effortless ways you can edit your video is using the free, online InVideo editor . This is simple, easy to use, and does not need you to make any downloads. Here’s how you can edit your video on InVideo.

Step 1: Log in to InVideo . Now click on the “Blank Canvas” option and select the dimension of your video. Next, click the “Make A Video” button.

Step 2: Now click on the “Upload Media” button at the left-hand corner of your screen and upload the video you shot.

Step 3: Double click your uploaded video to add it to the timeline. You will now see a pop-up that asks if you wish to trim your video. You can Trim your video or use the full version. Simply click on the “Done” button once you are finished with your trim.

Step 4: You can now use the controls on the right side of the screen to edit your video further.

Step 5: You can apply filters, create transitions between shots for a seamless flow, add subtitles, or insert a logo to give a personal touch to your school video. Just head to the left side of your screen and select the controls you wish to use.

Step 6: Once you are done with your edits, it’s time to download your video. For this click on the “Download & Share” button on the top right. Now click the “Export” video button.

Step 7: Your video will now start to render. You can download it once it’s complete. You can also directly share the video link or share it on social media using the button provided.

Wrapping up

So these were some video project ideas for students and how you can create your own videos on InVideo. If you’ve found value in this article, and are looking for more video ideas, you also want to check out this guide where we’ve put together 200+ video ideas for businesses and brands that you can take further inspiration from. 

For more quick tips and hacks on editing and creating videos, subscribe to our YouTube Channel . 

This post was written by Upasna and edited by Abhilash from Team InVideo

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Television Production I

Television Production I cover the theory and practice of digital media production. Students develop skills through “hands-on” projects in the Career Center’s Digital Media Production Facility, one of the best of its kind in Virginia. Production assignments range across the fields of television, radio, and the internet, and include public service announcements (PSAs), music videos, independent short films, radio spots, websites, and animation. Television Production students routinely earn local, state and even national prizes through many opportunities for competitions and client work afforded by this course. Students work individually and in groups to produce original pieces, which they take with them as professional digital portfolios at the end of the class.

Prerequisites

This course may be dual enrolled at Northern Virginia Community College. The NOVA entrance requirements must be met before registering. Please consult with your school counselor for more details.

Student-selected verified credit can be earned by passing the course-related industry certification.

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Communications High School, (Wall, NJ). Communications High School (CHS) is a choice vocational career academy. Career concentrations include: Digital Video, Visual Communications, Journalism, Communications Technology, and TV/Radio production. CHS uses a theme-based curriculum that continually engages students in projects with real-world applications. The courses provide students opportunities to utilize the skills they have learned in class in a practical environment. For example, in the TV and Radio Broadcast track, students work in industry-standard studios and create news programs that are broadcast daily to the entire school. The Digital Video program requires students to produce and budget short films to be produced both in and outside of the classroom, involving themselves in the entire process, from budgeting to final edits. The same concept holds true for the Journalism, Graphic Arts, and Programming theme courses. CHS enjoys productive partnerships with over 50 industry, government, and educational organizations to supplement classroom instruction with a senior year mentorship, enabling students to gain real-world experience in communications careers.

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Project Audio: Teaching Students How to Produce Their Own Podcasts

By Justin Hicks ,  Laura Winnick and Michael Gonchar

• April 19, 2018

Updated: April 14, 2020

Given the recent rise in podcast popularity, it’s no surprise that audio narratives are making their way into the classroom. They offer an engaging way for teachers to merge project-based learning with digital media analysis and production skills.

That’s why we run our annual Student Podcast Contest, in which we invite students to submit original podcasts, five minutes long or less. The 2020 contest runs from April 9 to May 19.

The mini-unit below walks students through the process of analyzing the techniques that make for good storytelling, interviewing and podcasting. The activities culminate in students producing their own original podcasts.

Note: For those teachers who may be technophobes, please don’t be intimidated by this technology-dependent lesson. Programs for audio editing are intuitive and easy-to-use, especially for many students. If you are a novice to audio recording, you may want to attempt to create your own one-minute podcast as a way to experience firsthand what students will encounter during the process.

Part I: Podcasts and Storytelling

In this section, students analyze the elements and techniques of both podcasting and storytelling, because stories are often at the heart of podcasts. Then, students practice telling a story aloud before moving on to interviewing in Part II.

Warm Up: Elements of Podcasts

Poll the class to see how many students are familiar with podcasts. If any students are, ask them to share their favorites. What did they enjoy about the podcasts they mentioned? What were the subjects? What elements of the podcasts do they remember: the interviews, conversations, music, sound effects or anything else?

Next, while listening to each of these three short podcast excerpts (between one and three minutes), students should take notes using this notetaking sheet (PDF) on both the episode topic (what is being said or discussed) and the production elements (the various aspects of the podcast that create the listening experience).

• Modern Love “ R We D8ting? | With Krysten Ritter ” (Segment: 1:00 - 3:16) • The Daily “ The Right to Bear Arms ” (Segment: 0:00 - 2:36) • Still Processing “ Take a Knee if You Agree ” (Segment: 0:00 - 1:27)

After you listen to all three excerpts, share as a class. What did students notice about the subject matter? What did they notice about the formatting and techniques used within the podcast? How were the three podcast excerpts similar? How were they different?

Mini-Lesson: Podcast Project

So students understand how these activities are building toward a larger goal, explain that the class will be creating original podcasts for this mini-unit. Students can work individually or in small groups. The podcasts must be five minutes or less — and while that might sound like a short amount of time, if students want to produce quality audio it really isn’t.

The podcast topics can be inspired by one of the Learning Network’s 1,000-plus writing prompts . That should give everyone plenty of options, but if students don’t see the exact topic they want to investigate in their podcast, they can come up with their own topics.

Finally, as the Warm Up activity demonstrated, there are many different types of podcasts. Some consist largely of conversations between the hosts; others are based on interviews; still others involve mostly storytelling, nonfiction or fiction. Podcasts serve different purposes too: some try to make you laugh; others aim to keep you in suspense; some want to educate or inform. Students should keep all of these possibilities in mind as they consider what they want their original podcast to be like.

Activity: Elements of Storytelling

Storytelling is a key ingredient in many podcasts, so we’re going to spend time in Part I introducing students to the art of telling an interesting story. Working in pairs or small groups, students should briefly discuss and take notes using this handout (PDF) about the elements and techniques of effective storytelling. The questions below can help start the discussion:

Think about stories your parents, family or friends have told you — or that you heard on the radio or somewhere else. What are the elements and techniques of great storytelling? How can stories we hear, but can’t see, be sometimes even more powerful than stories dramatized or documented on TV or in film?

Then they should listen to one or more of these short audio stories in their groups (and follow along with the transcript, if available). As they listen, students should continue taking notes on the same handout on what elements and techniques of storytelling are being used.

• “When the Civil War Ended, She Was My Age” from StoryCorps • “ The Coal Miner ” from The World According to Sound • “Seeking an End to Cycles of Abuse” from Radio Rookies

When you regroup as a class, ask students: What elements and techniques did you notice? Which ones do you think are the most essential to good storytelling? The class can compare its list with the elements of good storytelling included in this handout (PDF) and then add any elements or information the students think is missing.

Activity: Telling a Story

Next, as an in class activity or homework, ask students to look over the Learning Network’s list of over 1,000 prompts . (If this list feels too big, we have various shorter versions for personal writing and argument writing , along with a stream of our most recent prompts .) Have them circle or highlight topics that interest them and that they might want to talk about or explore further in a podcast. They can select as many topics as they want, but should aim for at least five.

For example, here are a few topics students might select:

• Do You Know About Your Family’s History? • What Was Your Most Precious Childhood Possession? • What Ethical Dilemmas Have You Faced? • Are You Distracted by Your Phone?

From their list, students should choose one question to tell a story about, as a way to practice storytelling. To prepare, they should first write down their ideas as a rough draft or outline.

Then, they should practice telling their story to a partner. As partners listen, they should keep track of which elements and techniques of effective storytelling are being used (perhaps using the same handout ), and provide feedback to one another after listening.

Have the class share how the storytelling activity went. Did students incorporate the elements and techniques of effective storytelling discussed in class? If there’s time, invite a few students to present their stories to the rest of the class.

Part II: Podcasts and Interviewing

Students should now be at least a little familiar with the elements that make for good podcasts and storytelling. What’s next? Analyzing and practicing effective interviewing techniques, another ingredient central to many podcasts.

Warm Up: One-Minute Interviews

From the list they already highlighted, ask students to choose a prompt they could pose as a podcast interview question. Tell students they are going to practice taking on the role of interviewer and interviewee, and they will have one minute to conduct an interview. Interviews should take up the entire minute, so if there is extra time, interviewers should be ready to ask follow-up questions.

Set the timer to one minute and have students interview a partner. When time is up, have partners switch roles for the next minute.

After both interviews are completed, discuss the activity as a class. How did the one-minute interviews go? Did the interviewee speak for the entire time? Did the interviewer ask any follow-up questions? What kinds of follow-up questions worked well? Students should take notes using this handout (PDF).

Mini-Lesson

As a class, watch this Radio Rookies video (above) about a particular type of interview — the vox pop, or on-the-street, interview. Students should continue adding notes on interview techniques. After the video, do a quick share.

Activity: Elements of an Interview

Vox pops are just one kind of interview. Often interviews are prepared, meaning the interviewee has time to think about the questions in advance (as opposed to the vox pop) and the interview includes multiple questions and takes place in a more formal, or at least quiet, setting.

In their small groups, students should listen to the three brief audio clips below and take notes on the same handout.

Invisibilia: Episode 1: Dark Thoughts (Segment: 0:00 - 2:40) The Daily: Fired Over an Instagram Post (Segment: 0:00 - 3:45) StoryCorps: Gregory Bess and April Gibson (Segment: 0:00 - 2:36)

For “The Daily” episode, students might notice that the interview questions are sometimes edited out — so the listener just hears the interviewee’s responses. Students might even guess what the missing questions were.

Then regroup as a class. What interviewing techniques did you hear? Which ones do you think are the most essential to good interviewing? Which techniques might be most helpful to you in making your podcasts? Make sure you discuss the difference between open-ended questions (which require more thought) and closed-ended questions (which elicit a simple one-word answer), and how the first kind makes for better interviews.

Mini-Lesson: Using a Smartphone to Record

Until now, we‘ve focused on the nontechnical aspects of podcasting, but to move forward we’ll need to make sure the class knows how to use recording devices. If you have fancy microphones or microcassette recorders, you can skip this next part. But if your students will be using their smartphones as personal recording devices, then make sure everyone is familiar with these basics:

• First, smartphones will need to have a sound recording app. On Android, students can download a free voice recording app like “RecForge II” or “ Audio Recorder .” For iPhones, in the extras folder, find the “Voice Memos” app. • Make sure students know where the microphone is on their phones. • Ask students to spread out and find a reasonably quiet space. • To begin recording, start by pressing the “Record” button or a red square. To finish, press the same button again. • Make sure to position the microphone about six inches away from the side of your subject’s mouth. • Check your audio, preferably with a pair of headphones. It should be free of background sound and loud enough to hear, but not so loud that it crackles. Record for 10 seconds and then play it back; adjust microphone position based on volume. • After you finish, make sure to enter a title for the recording and save it. • To get the file to your computer so you can edit it later on, use AirDrop, Bluetooth transfer, email or Google Drive upload.

Activity: Recording an Interview

Students are now ready to make their first recording. Working with their previous partners, students should record an interview, trying to get at least three minutes of recording. They can use the same questions they used during the one-minute interviews, or they can choose new questions from the prompt list. Remind them to use the best practices for interviewing and recording discussed earlier, including asking open-ended follow-up questions.

After they finish recording their interviews, they should make sure their sound files are good quality and saved.

As an alternative activity or homework assignment, students can conduct a series of vox pop interviews in an unstructured setting within the school, such as during recess, at lunchtime or in the hallways.

Debrief the interview activity with students. How did the interviews go? Did they create quality sound recordings? Did they learn any useful strategies before they begin making their podcasts?

Part III: Podcast Editing

Students can tell stories, they can interview and be interviewed, and they can record sound. Now it’s time to learn how to edit audio. By the end of this part of the mini-unit, students produce a practice one-minute podcast.

Ask students to listen to their recordings from the previous day using headphones. While they listen, they should write an outline of the recording, like this transcript from the Invisibilia podcast they already listened to. Since their outlines won’t be published, students don’t need to write down everything word for word and they can use plenty of ellipses or shorthand notes. These outlines will be helpful during the editing process. You may need to model for students how to make a very rough transcript or outline efficiently.

Students will use these sound recordings to practice using editing software.

Mini Lesson: Editing Software

Editing software is the tool that will help students turn their sound files into professional-sounding podcasts. With it, they can delete sections of audio, move audio segments around and stitch them together, and add additional sounds. They’ll need to practice using this software before moving forward with the podcast project. Depending on how many computers you have, students might work alone or in pairs.

Note: Classes using Apple computers can use GarageBand, a free audio editing software. Other examples of free online audio editing software that can be used on Windows or Google devices include Audacity , Soundtrap (free for 14 days, then premium) and Beautiful Audio Editor . For each of these applications, there are tutorial videos available online. We recommend teachers become familiar with how to use basic features before diving into the editing process with students.

Here are some of the basics of audio editing you should go over with students:

1. Students will need sound files to edit. They can upload them from their recording devices, they can upload audio files from online or they can use the editing software to record new sound files. 2. The “cut” or “split” tool enables students to splice one audio segment into two or more segments. 3. The “delete” tool enables students to get rid of any audio segments they don’t want. 4. The dragging and moving function allows students to reposition audio segments where they want them. Typically students will use the mouse as a cursor to drag and move content. 5. The timeline ruler or grid is the tool that measures the audio. Students use the timeline to assemble various audio segments into one project. 6. Tracks are layers of sound. Podcasts often have multiple tracks of audio playing simultaneously, such as music or sound effects played over spoken word. Students can align the various tracks using the timeline. 7. Volume can be adjusted in each audio segment. Students can also add effects, such as fade in or fade out. 8. “Save” and “Export” are important functions. Students must remember to save their work, and they will most likely want to export their project when they are done.

Activity: One-Minute Podcasts

The best way for students to get practice using these tools is for them to play with them in a low-stakes way — thus, we suggest the one-minute podcast assignment. Students should take their three-minute recorded interviews and turn them into one-minute audio stories. They may want to cut out the actual interview questions; they may splice out parts of answers or move around sections; they may add additional narration or sound effects.

We recommend this assignment as a timed activity — perhaps only one class period. Since it’s not the final project, the goal isn’t to produce a stellar podcast. Instead, it’s to make sure students become comfortable with the editing software.

Save time to debrief with students about using the editing software. How did it go? Where did they stumble? What did they learn? If there’s time, you can play a few of the one-minute podcasts for the class.

For homework, you can instruct students to look over the prompt list one more time to select their final podcast topic.

Part IV: Producing a Podcast

We’ve reached the final chapter of this mini-unit. Students are ready to come up with a topic, create a plan and produce their very own original podcasts.

Warm Up: Topic Brainstorm

If students already selected their podcast topics for homework, have them share during the Warm Up. If not, have them return to the prompt list to choose the one question they want to address in their podcast. If students will be working with partners, they should do this brainstorm as a team. If they don’t see a topic that interests them, they can come up with an original idea.

Mini-Lesson: Planning a Podcast

Just like writers do before starting an essay, podcast producers typically make an outline or plan before they start recording and editing. They brainstorm how they want to turn their topic into an audio story. What components will they need: spoken stories, interviews, narration?

Before students get started producing their own podcasts, model how to plan a podcast from an initial question. You can use the beginning of Episode 538 from “This American Life” (Segment 0:00 - 4:20) and its transcript . While the class listens together, reveal a rough outline of the components that make up this segment.

Narrator introduces a situation: A middle school student refuses to take off a hat in the classroom. Vox pop interview clips, interspersed with narration: Various teachers share how they might handle this situation. Music fades in ... Narrator introduces the larger topic of school discipline and the main question the podcast will address: Are school and teacher discipline policies working? Is there a better way? Music fades in ...

After listening, discuss: What is the question this episode focuses on? What components do the producers use during this segment? How can a rough outline like this one help them plan their podcasts?

Project Workshop Step 1: Planning a Podcast

Students should fill out their own podcast planning form (PDF), beginning with their focus question. The form also asks students to think about narration, storytelling and interviewing. On the second page, students design a rough outline.

Project Workshop Step 2: Gathering Audio Source Material

Once they have a plan, students need to go out and record their narration, stories and interviews. Some of this may take place during class time. Some of it may not.

They should also gather any additional sound files they will want to use. Be sure to remind students to use non-copyrighted sound effects or music, though there are some limited fair use exceptions when they can legally use copyrighted work (such as when they are critiquing a song or reporting on a film). Students can find royalty-free music and sound effects like those on Bensound and Freesound , or they can create their own beats or melodies using their audio editing software.

Project Workshop Step 3: Editing and Publishing

Once they have all their needed sound files, the last step is to use audio editing software to pull the pieces together into a final podcast, five minutes long or less. Please be forewarned: Editing can be a time-consuming process.

When the podcasts are ready, you can upload them to one of many hosting sites. SoundCloud offers free podcast hosting and so do Buzzsprout , Podomatic and Spreaker , with limitations. Here’s an example of how one teacher shares her students’ podcast projects with the world.

Podcast Celebration

After all this hard work, we hope students can celebrate what they’ve accomplished. Perhaps you want to have a podcast listening party, where you spend a class period listening to all the projects. You can even invite parents or guests. Or, if time is short, you can let groups of students listen to each other’s podcasts using headphones. Either way, you may want to give students a chance to offer feedback on one another’s work.

Additional Resources for Teachers

Resources Around the Web for Teaching Podcasting and Listening Skills

NPR | Starting Your Podcast: A Guide For Students

NPR | Teaching Podcasting: A Curriculum Guide for Educators

KQED’s Podcasting With Youth Radio

Radio Rookies

Tools for Podcasting

Learning Network Lesson Plans On Podcasting and Listening Skills

Experimenting With Sound and Story: Teaching and Learning With ‘The Daily’ Podcast

Active Listening: Using Times Videos, Podcasts and Articles to Practice a Key Skill

Laura Winnick teaches English at the Urban Assembly Maker Academy , a public high school in Manhattan, where she brings in podcast pedagogy as a creative, research-based summative assessment.

Justin Hicks attends New York University’s graduate school for journalism and produces freelance audio stories. Every Saturday, he produces a podcast with middle and high school students in Harlem where students report, edit and mix their very own audio stories.

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Teaching Video Production in Schools: Kids & Video Making Go Together Like Peanut Butter & Jelly!

Best of... , Elementary School Curriculum Film Studies , Teaching Video Production

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TEACHING VIDEO PRODUCTION IN SCHOOLS HAS ENORMOUS BENEFITS

Learning to make video is one of the best activities for kids that I know. Having taught both high school and elementary school students TV Production, I can say with certainty that participating in the process of video making builds children up in a wide variety of marvelous ways. What kids gain from video making goes way beyond what one might think. It certainly goes beyond learning skills that can someday earn them a living, although that indeed is one of the benefits. This post is dedicated to the many people who write to me asking questions about school video production classes and how to teach video making to kids.

Video production is, by and large, a group activity. Nothing much gets done if the group can not act as a team! I doubt if anyone who has ever nurtured children would argue with the fact that learning cooperation and teamwork is an incredibly important skill to develop. The younger the better!

Parents often turn to sports for giving teamwork experience to children. I am a big fan of that of course, but video production is another great avenue most folks never consider. Some of my most successful student video producers were kids who were not athletic, so video was one of the few ways for them to succeed on a team!

GOAL SETTING

When making video, the goal of course is to complete a finished show. When I took the kids through the process of deciding what to create, we began with the end goal in mind. What kind of show did they want to make? Funny? Dramatic? Realistic? Fantasty? Decide that first.

Since video making is a process, there are lots of little goals along the way. So when I teach video production, I make sure everyone realizes what small goal we are working on at the moment. Reaching all your small goals one after the other leads to reaching your large goal in the end.

So teaching video production gives kids valuable life experiences like goal setting.

CREATIVE OUTLET & SELF-EXPRESSION

The creative possibilities with video are endless! Kids always blossom when given creative ways to express themselves. With video making, they have the opportunity to get creative on so many levels: writing, acting, lighting, costumes, the list is long.

If they don’t already feel creative, you can show them the process I outline for video storytelling and their creativity confidence will grow by leaps and bounds. More of the process is outlined in this post about my experiences with teaching high school video production .

TECHNICAL EXPERIENCE AND KNOW-HOW

We live in a tech-oriented world. Without a feeling of comfort and familiarity around technology, a person is sunk! Video equipment is a relatively easy way to become familiar with the gadgets and gizmos they will encounter in all phases of life. I do suggest you start slowly though. I personally do not think it’s a good idea to give a 3rd grader a professional video camera or an audio mixer with 125 inputs. Let them learn the basics with SIMPLE equipment; that is technical enough for beginners. You do not want to create a feeling of overwhelming expectation. That can be counterproductive. They will get there eventually, you just need a little patience.

COMPUTER SKILLS

With video editing, kids will learn all kinds of computer skills, many of which can easily be translated into other computer programs. Editing was not something I did with my elementary students, but my high school students sure loved it.

READING AND WRITING SKILLS: Watching TV often gets blamed for lowering literacy. Well, MAKING television instead of just watching does the opposite! As a mommy, I was a HUGE fan of reading over television. As a high school video production teacher, I thought my class probably did more to teach kids reading and writing than just about any other except language classes. Virtually all videos require a script to be written. Often, those scripts need to be read aloud on camera. Reading and writing are integral parts of the process of creating video. So teaching video production is a FUN way of getting kids interested in reading and writing.

FACT-FINDING & RESEARCH SKILLS:

One of the easiest formats of TV show for kids to produce is a “newscast.” Lots of schools have students read the daily announcements for content. That’s easy, but I always felt like we should do better. I was always on the lookout for articles I thought they’d find interesting or amusing. But I didn’t spoon feed them! I had them research online stories then rewrite them into concise news copy. It was a little bit like writing mini term papers. Some in-depth projects they did required multiple sources.

PEOPLE SKILLS AND LEADERSHIP SKILLS

Not only are people skills a large part of the teamwork involved with making video, but people skills also come into play with any video that requires interviewing people or videotaping outside of the classroom. Interviewing was a staple of all my classes. We interviewed each other in introductory lessons. Everybody got a chance to be both the interviewer and the interviewee.

We did some with ourselves as real people. I also let them come up with people they’d like to be and then do the interview pretending they were those people. That was fun! For advanced students, we often had guests come in or a crew would be sent out. This required advanced planning, telephoning, and scheduling.

Then it was necessary for the students to instruct the people on what needed to be done and explain how they are going to go about it. To use a Hollywood term, they were directing! So teaching video production provides great experience to gain leadership skills .

ARTISTIC SKILLS

Many videos require sets to be designed and built, costumes to be designed and made, and artwork or logos to be designed and made. Lighting, writing, and characterization also require artistic skills.

Teaching video production is a fun way for kids to get artistic and explore different ways to create something out of nothing. You’ll see in the video how we used plastic crates doomed for the trash as boats!

POISE IN PUBLIC SPEAKING

As an adult professional, I believe there are few skills as beneficial as poise. Even if one never gets on stage in front of an audience, what about all the job interviews and other instances where it pays to have poise? Teaching video production is a great way for them to gain poise and become confident presenting themselves.

Interacting with confidence and style helps no matter what field you’re in. Being on-camera develops these skills probably better than anything. Not that you can assume your little stars won’t ever be criticized. That happens! As teacher, I helped them deal with it. I helped them realize that they could NEVER satisfy everybody, nor could they ever be perfect. IMHO, learning those simple lessons is a huge leap in maturing into an adult. So teaching video production includes those kind of valuable life lessons as well.

BENEFITS OF TEACHING VIDEO PRODUCTION ARE INCREDIBLE

So many of my students gained remarkably by learning to make videos. It was very gratifying to watch them mature, gain confidence and grow. Some students went from being shy, insecure nobodies to becoming studs on campus because their videos were so popular!

Another aspect I loved about teaching video production was that many of these students were not successful with regular school work, but they shone bright as gold in my class!

When you take a kid who has been labeled “special needs” by the system (which translates into the horribly insulting “retarded” to other students) it was was nothing short of a miracle to see them thrive as video makers. And thrive they did. I saw multiple cases of total renewal. Kids who absolutely HATED school loved video class. It even kept a few from dropping out. Video Production was a class loved by virtually everybody. It appealed to kids of all types.

Now occasionally, I would hear an adult say something cynical like: “Teaching video production in school? Too much TV is the problem! Isn’t school supposed to keep them away from TV?” Although I understood what they meant, I had to explain that MAKING TV and WATCHING TV are two separate things! Making TV is one of the most beneficial tasks you can teach a kid IMHO! Not just for the reasons outlined above. I also taught them to be critical evaluators of everything they saw. If they are going to be bombarded by TV, isn’t it a good idea to make sure they aren’t bamboozled by it?

PERSPECTIVE ON THE WORLD AROUND THEM

One of my favorite assignments was to show them old videos like Martha Rae or Rosemary Clooney singing on The Red Skelton Show. Then I’d have them do a compare and contrast with any modern day singer. It didn’t take a genius to realize the old gals wore more clothes and actually knew how to sing! How’s that for a history lesson?

I actually had them watch lots of old shows. I thought this gave them a perspective on the world and showed them life could be very different from what they personally experienced.

In summary, I think teaching video production has enormous benefits, and I am grateful to have had the opportunity. So teach your kids video production today!

Thanks for reading Video Production Tips .

Lorraine Grula

FOOD FOR THOUGHT  

• Name 3 benefits of elementary school children learning to make original videos.
• What skills do students gain from learning to produce professional quality videos?
• How does experience producing video help students gain leadership skills?

classroom video production, high school students make video, high school video curriculum, high school video production, student video production, teaching kids to make video, teaching kids video production, teaching video production, video production classes high school, video production elementary school, video production school

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It was well worth my time to watch this. Helpful if you have children interested in video.

Thanks Susan. I appreciate your comment. I see video making as having many similarities to recreational sports and other wholesome activiites for kids. It provides avenues for creativity, self-expression along with team building. That is a unique combination that’s good all around!

Thanks Lorraine. There were so many good things in your post and video that I can use for our kids at church. I’m excited about it and they are looking forward to it.

I am so glad to hear that! Thanks for letting me know.

I work in an elementary school. My principal and I are looking to start a video production initiative. Initially we wanted to go with Padcaster Studio. However our district requires that we submit two other quotes from companies with similar products. Are there any companies you can recommend that sell the following: a camera that can record video OR a case that can hold an iPad(and be connected to a tripod), a tripod, unidirectional microphone kit, stick microphone kit, lavalier mic kit, stereo headphones, dual mic/headphone splitter, portable green screen, teleprompter that would connect to camera OR iPad, macro and telephoto lenses for iPad or camera.

Hi Brandon. Hooray for starting a video class for the grade school. The kids will love it! I used to have to give the school system 3 bids too. We always ended up using B&H photo for almost everything we bought because they always have good prices and they carry absolutely everything. So the first place I always checked was B&H Photo. Sometimes, schools can pick up used equipment from a local church or business wanted to upgrade. I hope this helps. Good luck with your project!

Ten Engaging Video Assignments to Get Your Students Talking

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In the classroom, video means instant engagement, and making video is an increasingly important skill for youngsters to develop. We’ve put together ten exciting assignment ideas that will help elementary and middle school teachers get their students making great video! Parents, feel free to steal these ideas for rainy weekends, too.

Make Video Really Easy For All Students

Not all students will be able to access their own camera equipment. This could be due to their families’ budgets, their age, parental permissions, or some may be a little too shy to be on camera.

Remove obstacles by creating groups to work on each project, and consider setting up a couple different “studios” in the classroom. Then, come up with fun and quiet assignments that groups not actively filming can tackle, like script writing or prop-making, while others get their turn in front of the camera.

An in-class studio could be as simple as a backdrop with a tripod, or more complex depending on your school’s resources and the space you have to work with. If you are able to setup a couple different studios, more than one group could be creating videos at the same time, and, no one will be left out if they can’t get the right equipment.

Basic video equipment is really inexpensive in this day and age, especially for this type of kid-friendly production. A low-cost video camcorder from Amazon would likely suffice, and simple tripods are usually under $50. If you aren’t in a position to purchase equipment, you can always use a smartphone or tablet with a mini-tripod or similar stand, or a laptop with a built-in camera.

Editing the final video together might not be required for all of these project ideas, but it makes sense to check on the availability of video editing programs on school computers to see if it might be possible. iMovie or Windows Movie Maker are both free and easy to use. That way, any particularly inspired students can take their project to the next level if they’d like.

Video Assignments for Elementary School Students

1. task: make a short video reviewing your favorite book..

Objective: Students should record themselves giving a synopsis of the book and sharing what they enjoy about it. Using age-appropriate props, younger children can shoot a scene from the book; older children can direct a scene featuring their friends.

In addition to putting thoughts together coherently, and learning how to write for film (for older students), this task will enable children to be comfortable in front of and behind the camera, and encourage collaborative group work.

2. Task: Make a commercial.

Objective: Take an everyday object – an apple, pen, table, lunchbox – and ask students to make a commercial trying to sell it. They should put together a script, create a jingle, and design a brand logo as well as filming the advert.

Depending on the age of your students, they could work together. Ask each member of the group to take responsibility for a different element of the video. This is an effective task at showing students the power of persuasive writing, and how to work effectively in a team, as well as the objective behind advertising.

3. Task: Create a video tour of the school for new students.

Objective: Pupils can share their school experience with new students by recording and narrating it. They should interview teachers and other students, as well as showing their classmates using the school’s facilities (outdoor play area, pool, computer room). In addition to learning filming and editing skills, this task enables students to hone interviewing and communication skills.

4. Task: Exchange video messages with other schools.

Objective: Students from a partnering elementary school exchange short videos with your class that explain what life is like at their school, or another agreed-upon topic. The idea would be to generate interest in another culture, or to introduce students from a far-flung part of the USA. Not only would this type of exchange expand their horizons, but it would help develop their story-telling abilities, too.

5. Task: Explain how to make your favorite food.

Objective: Have students make a short video about their favorite food, or a special family recipe. Use creativity for those who aren’t able to do any filming at home. For instance, have them bring in some of their favorite food to share, or use animated pictures instead of actual footage.

As an alternative, assign students to different meal groups, like breakfast, lunch, and dinner. Then, have them work on the assignment in teams. This assignment will help students get to know and appreciate other food cultures, while also having a really fun time.

Video Assignments for Middle School Students

6. task: create vocabulary vines..

Objective: Show a word on paper (perhaps a student could be filmed writing it), then record a visual representation of the term. Each short video should be shared with the whole class so students can easily access them. This is also a great exercise for foreign language classes.

Although Vine may no longer exist as a platform, short videos are still a great way to promote learning.

7. Task: Make a two-minute video assignment about your hobby.

Objective: The student will learn to operate a video camera (or the video function on their smartphone or tablet), grab copyright free clips from the web, and edit footage.

Part of the challenge will be to adhere to the two-minute time limit. Older students can be taught how to use industry-standard editing software. Whatever level they are at, students will respond positively to being given free rein to get creative and produce original content about a topic that interests them.

8. Task: Create a video dialogue with a famous historical character.

Objective: Using the split screen effect, the student should record themselves in conversation with someone the class has been studying in history. They will enjoy dressing up and getting into character for this task!

This video assignment challenges the student to demonstrate a deep understanding of the psyche and motivations of an historical personage. Note: this assignment also works well as a conversation between the student and a character from the book the class are studying.

9. Task: Film your science lab project.

Objective: Film a project from start to end, hypothesis to conclusion. Students should show footage of the experiment being set up, carried out, and concluded. They should add a voiceover explaining what’s happening and why in each shot.

This assignment is two-fold. In addition to demonstrating their understanding of the relevant scientific principles, students will hone their filming and editing skills.

10. Task: Give your own TED Talk.

Objective: Show students an age-appropriate TED Talk that’s relevant to a topic they’re studying in your class. They should use it as a basis to put together their own presentation on that subject area. Encourage them to use visual aids and to adapt an engaging mode of presenting, just like the TED speakers. A cameo from friends, family members, or even pets makes for a great video!

For demonstrating to students that a ‘talk’ is more than just talking, we recommend showing them the following TED videos: The Shared Experience of Absurdity, The New Bionics that Let Us Run, Climb and Dance, and Einstein the Parrot.

Secure Sharing

For sharing the video, it’s important to be sensitive to the privacy of the children participating. Consider sharing the video with a password or with login protection to make sure only the participants, or their parents, can view it.

Make sure you can track viewers at a very granular level. For instance, video engagement metrics enable you to check that only approved viewers are accessing your content.

If you need a website for sharing your students’ videos, we even have that covered. Each SproutVideo account comes with a customizable video website that you can configure to your specifications.

With SproutVideo, you’ll get the best live and on-demand video hosting platform for business. Start your free 30-day trial today and get unlimited access to all our features.

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Miss Saraland High School: Stylish Seniors Clothing Drive

MOBILE, Ala. ( WALA ) - From the Senior Breakfast to Awards Night, seniors have multiple events to attend at the end of the year. These events require students to dress in attire such as Sunday best and dressy casual. It is always fun to get something new to wear, however that can be an added expense to the other fees, dues, and payments required upon graduation. Therefore, my clothing drive called Stylish Seniors encourages students and members of our community to make donations of clothing items suitable for these events. This year’s event began April 1st and will conclude next Tuesday April 30th . Miss Saraland 2024 Armani Dixon joined us on Studio 10 to tell us more about it.

1st SHS Stylish Seniors Clothing Drive Saraland High School/ Front Lobby

1115 Industrial Parkway, Saraland, 36571

April 1st - April 30th (Daily during school hours)

For more information visit: Miss Saraland Pageant Facebook Page

Copyright 2024 WALA. All rights reserved.

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