Level: Grades 11-12
Overview
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In this five- or six-day unit, students create a video podcast to present balanced, unbiased perspectives on global development issues. They voice their perspectives through the language, codes and conventions of a visual medium.
This unit has been estimated as taking five days, but you may require more time depending on the previous background your students have in media production and global development issues.
Learning Outcomes
Students will demonstrate the ability to:
- analyze contemporary crises or issues of international significance
- describe the topic, purpose and audience for media texts they plan to create
- produce media texts for a specific purpose and audience, using appropriate forms, conventions and techniques
- use computers and multimedia technology to create a finished product
Unit Timeline
Day One: Choosing a Topic
Activities
- Class discussion and definition of “developing nation” and “global development” (optional, 20 minutes)
- Reviewing the What Is a Video Podcast? handout (20 minutes)
- Class discussion: choosing a topic (20 minutes)
- Class discussion: choosing an audience (15 minutes)
- Class discussion: identifying subtopics (15 minutes)
- Reviewing release forms (5 minutes)
Day Two: Pre-production
Activities
- Reviewing the “Pre-production” section of the What Is a Video Podcast? handout (20 minutes)
- Brainstorming presentation formats (25 minutes)
- Group work: choosing a subtopic format (15 minutes)
- Reviewing scriptwriting (20 minutes)
- Reviewing storyboards and camera shots (15 minutes)
Day Three: Rehearsal
Activities
- Rehearsal (70 minutes)
- Reviewing release forms (5 minutes)
Day Four: Filming
Activities
- Shooting (75 minutes)
Day Five: Editing and Uploading
Activities
- Editing (55 minutes)
- Uploading (20 minutes)
- Evaluation
Preparation and Materials
Recommended backgrounders:
Procedure
Day One: Choosing a Topic
On Day One, students will select a global development topic for their podcasts, determine their audience and choose subtopics for the individual groups to focus on.
Discussion of “developing nation” and “global development”
Note: This may be omitted if you have completed Unit One, Beyond Media Messages: Media Portrayal of Global Development.
Provide students with the following definition of a “developing nation”:
A country with a low standard of living, generally indicated by severe poverty, low income and education levels, high birth rate, and poorly developed social, economic, and technological infrastructure. (PBS )
To make the concept more concrete to students, explain that many people in developing nations lack many of the basic amenities we take for granted, such as plumbing, clean drinking water, education, health care, and reliable electricity or public sanitation. Stress that we generally use the term “developing nation,” and give some examples of nations that have advanced significantly in providing these amenities in different ways (South Korea in economic terms, India in terms of democracy, Bhutan in terms of transition to modernity, etc.). Touch on the differences between the term “developing nation” and the older term “third world”: what negative stereotypes are associated with the older term?
Discuss with the class what might be meant by the term “global development”. What might be various aspects of global development? (For example food aid, disaster relief, promoting women’s rights, building infrastructure and ensuring access to clean water.) How can countries like Canada be involved in helping less developed nations become more developed? What types of people and organizations, other than governments, may be involved in global development? (Examples include individuals, non-governmental organizations, the United Nations and celebrities drawing attention to a cause.)
What is a video podcast?
Distribute the What Is a Video Podcast? handout to the class and ask what they know about video podcasting. Explain to the students that they will be making short video podcasts on global development issues, and that this handout will be their primary resource for technical information on creating a video podcast.
Choosing a topic
Divide the class into production teams of four or five students. Each team should have the following roles:
- Timekeeper – times each speaker according to whatever time the teacher or class decides, thereby ensuring that no one person monopolizes the production meeting
- Recorder – records major points, as in minutes, raised in the production meeting
- Traffic director – keeps track of who speaks after whom to ensure that every student has the opportunity to speak
- Reader – reads the minutes of the group’s production meeting to the teacher during the teacher conference
- Pitcher – makes the “pitch” / presentation / tries to sell the topic to the class
Ask each member of the production team to investigate a global development issue for the podcasts and associated presentation format ideas. The issue may come from earlier units or from research for this unit. The purpose of the podcasts should be to encourage and inspire viewers to get involved in the issue.
Each member of the production team will develop an idea into a 60-second “pitch” that he or she will make to fellow group members. Direct each group to vote on which issue they will pitch to the class as the subject of the class podcast. Have each group pitch their idea to the class, and ask the class to vote to choose which final global development issue will be the topic of the class podcasts.
Students may find ideas for topics at any of the following web sites.
- Taking It Global, www.tigweb.org
- Canadian International Development Agency Youth Zone, www.acdi-cida.gc.ca/youthzone
- Youth Noise, www.youthnoise.com
- Global Youth Action Network, www.youthlink.org/gyanv5/index.htm
- National Youth Leadership Council, www.nylc.org
- Action Without Borders, www.idealist.org
- United Nations Global Teaching and Learning Project, www.cyberschoolbus.un.org
- Unite for Children Unite Against AIDS, www.uniteforchildren.org/
- Clean Air World, www.cleanairworld.org
- Roots and Shoots, www.rootsandshoots.org
- Voices of Youth, www.unicef.org/voy/
- Ontario Council for International Cooperation, www.ocic.on.ca
Choosing an audience
Once the key topic of the podcast has been decided, hold a class discussion to narrow and characterize the audience for this podcast. Use the five Ws:
- Who are they?
- What do they like?
- Where do you find them?
- When do they enjoy watching video?
- Why would they want to see the podcast?
Other demographic data could include:
- age
- gender
- significant interests, such as:
- media
- entertainment
- social activities
- education
- health
- social action or causes
- politics
- economics-disposable income
These data should create a picture of the expected target audience.
Identifying subtopics
Have the class brainstorm different aspects or subtopics within the selected global development issue. Each of the production groups from Day One should select a different aspect or subtopic for their podcast. (If time allows, you may revisit the material covered in Unit Three, Finding and Authenticating Online Information on Global Development Issues.)
Release forms
Distribute release forms to all students. Explain that the forms must be signed by the students (if they are 18 years or older) or their parents/guardians (if they are under 18), to allow them to appear in a public podcast. Tell students that all release forms must be signed and returned before each group can begin filming.
Day Two: Pre-production
On Day Two, students will be introduced to podcast production. They will select a format for their podcasts, write a script, and prepare a storyboard and camera shot list.
Discussion on pre-production
Review the “Pre-production” section of the What Is a Video Podcast? handout with the class. Explain that proper planning is the key to making a successful podcast, and talk them through the section entitled “Start with a plan.”
Brainstorming presentation formats
Have the class brainstorm different presentation formats that may be used for the individual groups’ podcasts. For example:
- interviews
- testimonials
- first person accounts
- music recitals
- journalistic reports
- commentaries
- how-to instructions
- discussions
- panel presentations or exchanges
- interviews with or presentations by subject matter experts
- demonstrations or modelling
- audience participation, such as town hall meetings
- images
- still images
- video footage
- animation
- camera animation over a still image
Choosing a subtopic format
Before they research and write their script, have each group decide what format they will use for their podcast. Each podcast should be between three and five minutes and should include an introduction, three to five key points, and a summation.
Reviewing scriptwriting
Review the “Script” section in the What Is a Video Podcast? handout with the class. Direct each group to write the script for their podcast, following the roles they were assigned on Day One. Once the script is written, have them rehearse it to ensure that it is within the allotted time frame (three to five minutes).
Planning interviews, storyboard and camera shot list
Go through the “Storyboards” section in the What Is a Video Podcast? handout with the class. Distribute the Storyboard Template and Camera Shots handouts, and have each group create a storyboard and shot list for their podcast. Approve the storyboards and shot lists through conferencing with each group.
Day Three: Rehearsal
On Day Three, students will rehearse and make final preparations for their podcasts.
Rehearsal
Go through the “Finalizing your plan”section of the What Is a Video Podcast? handout with the class. Schedule rehearsals, both with and without the technology. The storyboards and shot lists may have to be adjusted based on the results of the rehearsals.
While they are rehearsing, have students make sure that no logos or other copyrighted or trademarked material will appear in their podcast. Remind them that this includes logos on clothing.
Reviewing release forms
Ensure that all release forms have been signed by students or their parents/guardians. Provide extra release forms to any groups whose podcasts include anyone outside the class: everyone who appears in any podcast must sign a release form.
Day Four: Filming
On Day Four, students will film their podcasts.
Shooting
Go through the “Production” section of the What Is a Video Podcast? handout with the class.
Remind students that no copyrighted or trademarked material, including logos on clothing, may appear in the podcast.
Have each group shoot their podcast, following their storyboard and shot list.
Day Five: Editing and Uploading
On Day Five, students will edit and upload their podcasts.
Editing
Go through the “Post-production” section of the What Is a Video Podcast? handout with the class. Have students edit the individual segments and then edit the segments together. Add opening titles, music and ending credits.
Publicize the podcast to the target audience.
Uploading
Upload the podcasts to the class Web site or school network, as appropriate.
Evaluation
You may use the Student Evaluation Rubric to help you evaluate the students based on the documents they have created, your observations during their work times, and an assessment of their developing abilities in the following areas:
- comparing different viewpoints regarding global development issues
- presenting and articulating information and ideas orally, visually, concretely or electronically regarding their beliefs and perspectives on global development issues
- acquiring and evaluating sources of information
- presenting ideas, information, themes, opinions, issues and/or experiences in media texts
- using effective work methods
- using information and communication technologies
