PREPARED BY: JOAN J. GILBUENA JUSTINE JOY F.

MELANIO

The Power of Film, Video and TV in the Classroom

The appeal of visual media continues to make film, video and television as educational tools with high potential impact. They are now more accessible and less cumbersome to use. Let us take advantage on them in the classroom.

INTRODUCTION

Abstraction
The film, the video and tv are indeed very powerful. Dale (1965) says, they can: Transmit a wide range audio- visual materials, including still pictures, film, objects, specimens and drama. Bring models of excellence to the viewer. Bring the world of reality to the home and to the classroom through a live broadcast or as mediated through film or videotape. Make us see and hear for ourselves worlds events as they happen.

Be the most believable Make some programs understandable and appealing to a wide variety of age and educational level. Become the great equalizer of educational opportunity because programs can be presented over national and regional network. Can give opportunity to teachers to view themselves while they teach for purposes of self-improvement.

Provide us with sounds and sights not easily available even to the viewer of a real event through long shots, close ups, zoom shoots, magnification and split screen made possible by the tv camera. Can be both instructive and enjoyable.

Limitations
Television and film are one-way communication
device consequently, they encourage passivity. The small screen size puts television at a disadvantage when compared with the possible size of projected motion pictures, for example. Excessive tv viewing works against the devt of the childs ability to visualize and to be creative and imaginative, skills, that are needed in problem solving. There is much violence in tv.

Application
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How do you counteract one disadvantages to tv, film and videodevelopment of passivity in classroom? Go over your RBEC. Find out which lessons can be taught with the tv. If Muhammad cant go to the mountain, bring the mountain to Muhammad. come up with an analogy to show the power of tv to bring reality to the home or to the school e.g. If the class cant go to the sea, bring the sea t

Basic Procedures in the Use of TV as a Supplementary Enrichment

RULES TO FOLLOW When showing videos authorized for public performance to a group: Determine the image size needed for your audience with this "Rule of Thumb": the number of viewers should not exceed the diagonal inches of the screen. For example, a 25" monitor can be comfortably viewed by up to 25 people. Additional monitors can be connected together to accommodate larger groups. If an LCD video projector is used, the room will need to be darkened and the sound should be set up to come from the front near the screen.

--Encouraging Student Analysis and Interpretation How can faculty members get students to interact with the film or video they are showing? Have students make notes on the film while they are watching it and then turn them in to make sure they are engaging with the film to some extent. Other instructors suggest giving a quiz immediately after the film or assigning an inclass writing exercise that asks what the main point of the video was. How well and through what narrative or visual aspects did the filmmakers demonstrate their themes?

 Instructors can focus class discussion and analysis on specific scenes, or on structure of the narrative rather than having students construct an overly generalized film review. =How can a teacher make available videos that provide a positive alternative? He can develop a list of recommended videos or establish a lending library of videos that have been previewed. Schools and churches can make videos a part of their regular libraries, providing both an educational resource and an outreach ministry to families. This ministry leads to yet another benefit from incorporating home videos into your teaching: helping students who come from families that may have special spiritual needs or even unsaved loved ones.

FILM

TV

VIDEO

Prepare the classroom. Darken the room The students should not seated too near nor too far from the TV. 2. Pre-viewing Activities Set goals and expectations. Link the TV lessons with past lesson and/ or with your students experiences for integration and relevance. Set the rules while viewing. Put the film in context. Point out the key points they need to focus on.
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3. Viewing Dont interrupt viewing by inserting cautions and announcements you forgot to give during the previewing stage. It disrupts and dampens interest. Just make sure sights and sounds are clear. 4. Post-viewing To make them feel at ease begin by asking the following question: 1. What do you like best in the film? 2. What part of the film makes you wonder? Doubt? 3. Does the film remind you of something or someone? 4. What questions are you asking about the film?

5. Go to the questions you raised at the pre-viewing stage. 6. Tackle questions raised by students at the initial stage of the post-viewing discussion. 7. Ask what the students learned. 8. Summarize what was learned.

!THANKYOU FOR LISTENING!