PBS NewsHour Extra Student Reporting Labs

Lesson 1.0: What Makes a Good Video Report?

Developed by Imani M. Cheers

Standards

• McRel: Viewing, 9 Students will use viewing skills and strategies to understand and interpret visual media.
• Common Core: Writing, 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
• ISTE: Media Concepts, 1.0 Students will demonstrate the ability to communicate effectively through oral, written, and visual expression.

Overview

Students will learn how to produce quality video reports by paying close attention to how to gather proper audio and visual clips as well as how to critique their work and the work of their peers.

Learning Outcomes

By the end of this lesson, students will be able to:

·         Understand the difference good and poor audio

·         Be able to identify good pacing and story-telling

·         Be able to identify b-roll from PBS NewsHour vs. original footage

·         Understand how to offer positive and useful critique

·         Demonstrate collaboration, respectful listening and participation in a group

Advance Preparation

Make copies of Worksheet A and share this Q&A from veteran producer Anne Davenport.

Engage Interest

Ask: What makes a compelling video report?

Listen to students’ answers, which will reflect their prior knowledge of news and video reports. You might want to ask students how do they know what they know, since some students may be using a combination of ideas learned from family and friends, direct experience, and from movies, TV shows, books and other media.

Ask: What’s the difference between “b-roll” and “original footage”?

Answers will vary. Explain to students that PBS NewsHour provides a DVD of b-roll to be used as additional footage in video reports. If you have time, play a portion of the DVD for an example. Provide a definition for “b-roll” including but not limited to: B-roll, B roll, or Broll is the supplemental or alternate footage intercut with the main shot in an interview, documentary or news report.

Ask: What is good audio quality?

Students will have a variety of answers. This is a good opportunity to explain about different microphones that you have available and how to gather clear, crisp audio that is void of ambient noise.

Ask: What is the difference between “helpful” and “hurtful” critique?

Listen to student’s answers and set up the idea of providing “warm” (ie. Helpful) and “cool” (ie. Constructive) feedback during critiques. Select a group of videos from the Student Reporting Labs website for your classroom to review. Use Worksheet A to facilitate your discussion.

Explore: What’s Makes a Good Video Report?

Pass out copies of Worksheet A. In this activity, students will review 3-5 video reports (depending on the length of your class period) and facilitate “warm” and “cool” feedback.