This blog is intended for New York City education professionals to post comments and feedback on the progress of CaseNEX's resource center for the Collaborative Communities of Practice project.
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There's lots of good stuff here. Of course, the poetry performance works especially well. And Joan's interview is strong.
In this clip and the others from this school I'm feeling torn between wanting to tighten the clips and wanting to divide them into shorter clips (since I'm not sure my conceptual framework is clear enough to hold them together). Maybe we should first try tightening them, and keep splitting into shorter, more focused clips an option for later if needed? If so, here are some ideas regarding how to tighten this one:
I like the beginning with Hector; keep as is.
Open the rap with a cutaway to the "displacement" poster since the words are sometimes inaudible and the poster might provide the context needed to help with that. I'm also wondering if it would work to use pieces of this performance in 3 places in this clip (rather than the 2 places it is currently used). That could allow us to break up this first, longer piece of the girls and provide some rhythm (and some relief from talking heads) throughout the clip?
I think Joan's interview works well. Maybe we could split it up, separating the community pieces from the future goals piece?
Joe's interview seems a little long. The beginning is a repeat from another clip, so I'm thinking we can omit it and just keep these pieces of audio: "we do things like artwork that deals with environmental issues" "It was the year we were doing art and the environment as an integrated arts project theme....we were looking at what was going on with the EPA and the way EPA reg's were being relaxed" "students were doing research and investigations in the science class" "in the summer time, some of the students in that class were able to work on the mural"
Then keep student's explanation of mural symbols.
Keep Joe's comments re: 9th graders and Maurice, maybe ending with "...it's part of this larger circle of learning and understanding."
I wonder if the following comments from Joe could be mixed into the students' comments earlier in the clip: "it's the connection between larger national issues of environmental policy and local issues...food for a community" and "It's our community, it's our garden, it's our world that we live in"
Comments from Carlos seem tacked on at the end. Maybe this is because the audio, color, and setting don't match the rest? Maybe also because he is not included elsewhere in the clip? A comment from him seated outside if it adds to the mix might work better? Another idea is to break up his comments and integrate them throughout the clip.
1 comment:
There's lots of good stuff here. Of course, the poetry performance works especially well. And Joan's interview is strong.
In this clip and the others from this school I'm feeling torn between wanting to tighten the clips and wanting to divide them into shorter clips (since I'm not sure my conceptual framework is clear enough to hold them together). Maybe we should first try tightening them, and keep splitting into shorter, more focused clips an option for later if needed? If so, here are some ideas regarding how to tighten this one:
I like the beginning with Hector; keep as is.
Open the rap with a cutaway to the "displacement" poster since the words are sometimes inaudible and the poster might provide the context needed to help with that. I'm also wondering if it would work to use pieces of this performance in 3 places in this clip (rather than the 2 places it is currently used). That could allow us to break up this first, longer piece of the girls and provide some rhythm (and some relief from talking heads) throughout the clip?
I think Joan's interview works well. Maybe we could split it up, separating the community pieces from the future goals piece?
Joe's interview seems a little long. The beginning is a repeat from another clip, so I'm thinking we can omit it and just keep these pieces of audio: "we do things like artwork that deals with environmental issues" "It was the year we were doing art and the environment as an integrated arts project theme....we were looking at what was going on with the EPA and the way EPA reg's were being relaxed" "students were doing research and investigations in the science class" "in the summer time, some of the students in that class were able to work on the mural"
Then keep student's explanation of mural symbols.
Keep Joe's comments re: 9th graders and Maurice, maybe ending with "...it's part of this larger circle of learning and understanding."
I wonder if the following comments from Joe could be mixed into the students' comments earlier in the clip: "it's the connection between larger national issues of environmental policy and local issues...food for a community" and "It's our community, it's our garden, it's our world that we live in"
Comments from Carlos seem tacked on at the end. Maybe this is because the audio, color, and setting don't match the rest? Maybe also because he is not included elsewhere in the clip? A comment from him seated outside if it adds to the mix might work better? Another idea is to break up his comments and integrate them throughout the clip.
I like ending with the girls. Adds punch.
Whew! Thanks!
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