Citation
Overview

Material Information

Title:
Overview
Creator:
Schneider, Jenifer Jasinksi ( Author )
Place of Publication:
Tampa
FL.
Publisher:
University of South Florida
Publication Date:
Copyright Date:
2016
Language:
English
Physical Description:
1 online resource (2 pages)

Subjects

Subjects / Keywords:
Education -- Research ( lcsh )
Teachers -- Training of ( lcsh )

Notes

Abstract:
This section of the collection includes charts, graphic organizers, and data displays that Jenifer used to analyze and interpret meaning construction in the students’ film. In this document, Jenifer provides an overview of the larger project, a short synopsis of the process for creating the film, and a graphic representation of the methods for analyzing the final film product.

Record Information

Source Institution:
University of South Florida
Holding Location:
University of South Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
I17-00039 ( USFLDC DOI )
i17.39 ( USFLDC Handle )
info1 ( OriginalID )

USFLDC Membership

Aggregations:
Analyzing Student-Made Films

Postcard Information

Format:
Book

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Full Text

PAGE 1

! Schnei der, J.J. (2016). Analyzing a student made f ilm (pp. 1 2 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ Analyzing a Student Made Film Jenifer Jasinski Schneider, Ph.D. University of South Florida 2016 T his section of Analyzing Student Made Films focuses on the students' final product a disciplinary film The samples in this part of the collection include ch arts, graphic organizers, and data displays that I have used to analyze and interpret mean ing construction in the student s film. Below, I provide an overview of the larger project, followed by a short synopsis of the process for creating the film I clos e with a graphic representation of the methods for analyzing the final film product Project Overview In the context of m y writing methods course, I initiated a design experiment to create a field based model for teacher education. I wanted the teacher candidates to apprentice into teaching under my mentorship and to learn in contexts that were optimal for candidate and K 6 student success. I designed the field component for my writing methods course with the pedagogical goal of creating a productive opportunity for teacher candidates to practice teaching composing under my direct guidance Following my instructional lead each of the small groups created two publications: a collaboratively composed text and a video based on a curricular topic Every semester I combined each group project into a larger collection of student work and I disseminated the products to the candida tes, the students, and their families. A Focus G roup To closely study the students' proc ess es and products, I engaged in a systematic examination of one group's written and filmic text s (Figure 1) The students composed a 585 word essay about the war, the y collected several historical images from the Internet, and they produced a 6 minute video reenactment of a scene from the war. Aimee Frier (research assistant) video taped the entire process and collected approximately 20 hours of stud ent and teacher int eractions. She also interviewed the students and teacher candidates informally. She collected all forms of text as they were shared or written (e.g., student research notes from Internet searches, rough drafts of the text ). I gave the students a smart pen and captured text and audio as the students wrote. I also collected the teacher candidate s' observational notes and assessments of each student as a writer. Figure 1. Sample pages from final ebook (text and film).

PAGE 2

! Schnei der, J.J. (2016). Analyzing a student made f ilm (pp. 1 2 ). Retrieved from Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ # Film A nalysis The process of film a nalysis (Figure 2) begins with the identification of camera shots and angles as the basic meaning making unit of a film. Next, analysis continues with further delineation and description of the major scenes to determine the major movements within plot/purpose and how those scenes are constructed. Once scenes are marked, then each scene is re examined to identify the students' use of different modes (linguistic, visual, gestural, aural). Finally, with each segment of the film dissected, the researcher can begin to reas semble data points in order to explore the interplay among shots, purpose/plot, and modes. Figure 2. A nalyzing a Student Made Film: Methods for Interpretation. T his section of Analyzing Student Made Films provides details and examples of the methods I used to analyze the final product For detailed examples of the methods click on the links within each phase: shots, plot/purpose, modes, interplay.