Novels and plays are read in many programs, and movies have been a favorite part of teaching language for several years. The two media can be used separately, or together when literature and film adaptation are at focus of course . When literature and film are used together , time can be set aside to explore the connections and differences between the two media . A novel or play and its movie adaptation , for example, can provide the context for a student video production . In such a case, students use technology and work as a team to create their own video version of the scene from the novel or play. The activity is done after the students have read the book and before they watch the movie. Depending on the degree of elaboration, the project can be completed in one session , a week or longer.
The equipment used can be as basic or as complex as resources allow. The only essential items are the video camera, a TV monitor , and a videocassette recorder (VCR) . If scenes are well rehearse , they can be filmed in sequence , thus adding spontaneously and potentially humorous outcomes while eliminating the time consuming and often complicated editing process. Naturally a superior final product will be obtained by using more sophisticated production technology . thus ,external microphones and lights can add tremendously to the videos quality and editing s and sound mixing component will allow for greater flexibility and creativity during the shooting and post production stages of the project.
Video production provides several benefits to students to students. Even if basic equipment is used, student video production s are not only fun and exciting , they provide a range of opportunities for language learning . thus, students practice all language skills and apply authentic language use to a variety of team- oriented , problem solving tasks. Many of the activities involved in video production allow for the tactile , practical, and kinesthetic learning styles often neglected in other classroom activities. Video production also allows students to choose roles- crew or – according to their interests and talents . Crew members enjoy the hands on experience and interaction within the team. And students with acting roles can try out personal and cultural identities different from their own, thereby possibly overcoming inhibitions and shyness inn speaking the foreign language. Finally, the finished product can be shown repeatedly for enjoyment as well.
To prepare for the video production project , students select a passage from the novel or play that appeals t o them and that they hope the director will have include d in the film version. They then ,work on this passage with the goal of videotaping it. The project can be very elaborate and include make-up , costumes and props , or it can be filmed as a sketch with a focus on only the basics of video production. In either case, students learn of the techniques used by major film companies in producing movies and have a chance to view the film at the end.
By: Leilani I. Pangilinan | Teacher I | Pagalanggang National High School | Dinalupihan Bataan
