Assignment 6/2- Potential of Video in the Art Room

Jack Nicholson, Stanley Kubrick and Shelley Duvall on the set of The Shining, 1980

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When I think of video, I feel it is such an amorphous material to use in an art classroom. What I mean is that Video has the malleability to interpret what students see, or imagine, or visualize. The amount of video applications that exist, and that students can have right into their mobile devices, as well as editing of sounds, effects, and any imaginable situations that they can create. And students are curious to see all the different effects of sounds that can be incorporated into their video, and they become truly excited about it. (I've seen it happen when I taught field trips where students were using a green screen to shoot a music video, the lyrics and sound was all created by the students who came to visit the museum.)

Video lets students deepen the storytelling thinking. This notion of telling a story is important to have in an art classroom, and video can be an easy tool to interpret and deepen, because it is multifaceted and it is mobile, in difference than a painting, or a drawing, it moves! I believe that Video is needed when teaching students in an art classroom because it makes them feel valued by how they created a film by themselves. Process in video is also very important, and letting students go and explore this material so that they can teach each other their discoveries and become student centered. When showcasing their videos, it is always fun to make it into a movie day, and they get to see everyone's progress and then get to ask about the process, as well as their ideas. Video is a material, but also a tool for other materials.