In this issue, we would like to suggest video production as a classroom activity or project. As you know, the Japan Foundation, Sydney launched a new national event this year, Video まつり.
The objective of this festival is to enable students to use their creative abilities to showcase their Japanese. For more detailed information, please visit this site.
   
  Why introduce video making into your classroom?
　
  • Students are able to use the Japanese they have learnt.
  • Through the video making process, students can deepen their understanding of language, target topics and/or current social issues and trends in Japan.
  • It provides an interesting platform for role-playing.
  • It exposes students to a new medium of language learning, encouraging a hands on approach
  • Comments and feedback received from viewers will promote student reflection or deeper thinking.
  • To make a good video, students will need to consider scenarios, student roles, required props, lighting, editing techniques and so on. These thought processes will help students to develop team work, higher-order thinking skills and creativity.
  • Students’ finished productions promote Japanese studies within a school.
  • It’s fun and provides motivation for students learning Japanese.
   
  Class project; video making
 

Step 1: Decide on video content and procedure of the project.
 

1. Teacher and students discuss the format (whole class or group work), content and style of the video, for example, a drama, ‘TV commercial’, cooking demonstration, puppet show. * The resource “Waku Waku roleplay” shows examples of various styles of video.
http://activity-resources.jpf-sydney.org/ar/wwroleplay/index.html

2. Students discuss ideas for scenarios and how they will be shoot their video.

3. Groups decide their theme and video style.

  Step 2: Create a storyboard.
 

4. Students create a storyboard for their scenario.
*The Story board sheet will help students to create their own storyboard

5. Based on the storyboard, students develop a sequence of scenes for their video.
  Step 3: Rehearse and shoot the video.
 

6. Students allocate roles and rehearse for the shooting.

7. Shoot the video, using Japanese expressions from the following list.
*Useful expressions for making a video

 
 

9. If students have some knowledge of video editing they can opt to add visual or sound effects using editing software. For more information about video editing, visit this page.
   
  Step 5: Share the video.
 

10. Students can show their videos to the class. This evaluation sheet will help teachers and students to give effective feedback and advice. Teachers can organize to screen students’ videos to the school community, for example at a Japanese culture day or language day.

  On the Goethe-Institute Australia web site, you can download a lesson plan for filmmaking, crewing roles for students and basic filmmaking tips. (http://www.goethe.de/ins/au/lp/prj/gsf/mov/enindex.htm) Although this is an example for German language, it can also be used as a guide to make Japanese language videos.
   
  What makes a good video? - Technical tips
  Here is some useful advice for making good quality videos.
 
  • Choose an appropriate filming space
  • All performers should speak slowly and clearly
  • Make the video entertaining by adding props and costumes
  • Consider the location of the video camera when filming to ensure the viewer can see the performance clearly.
  • Avoid shaking when filming by using a tripod
  • Rehearse, rehearse, rehearse to ensure a smooth performance.
  • Don’t be shy and enjoy performing!
  Participate in the Video まつり!
  To share and showcase your classroom project, we suggest teachers encourage students to participate in our new national event “Video まつり’.
In this event Japanese students make a short video using Japanese language.. For more information about the Videoまつり, please visit this site.
   
　 This article is written by Koji Matsumoto, Angela O’Connel, David Freeman and Cathy Jonak
　  
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