Several weeks ago, I began an inquiry into visual literacy. Feeling that visual communication is My Greatest Weakness
, it’s been an exciting challenge to spill this can of worms and start stomping. It has been easy to find opportunities to practice and apply new skills and understandings in the classroom.
My students have begun preparing their PYP Exhibition. It’s our first in every sense: as individuals, as a class, and as a school. I have researched extensively about elementary school Exhibitions around the world and have been trying to approach the process from a design perspective.
The essence of metateaching
is knowing students well and designing an environment in which their learning can thrive.
For Exhibition, that environment consists primarily of independence, yet it is important to introduce the project in a way that helps inform and inspire the process.
When I was preparing the presentation I would deliver to the school community about Exhibition, the Exhibition pre-Zen-tation
, I intended to provide information about what we should all expect during the coming several weeks.
I blogged about the meeting in the post, Exhibition Week 0. It was successful, but there was something missing. From the perspective of visual literacy and storytelling, I realized that my efforts could accomplish much more if I aimed to persuade rather than inform, or, to use Seth Godin’s terminology, ‘persuade’ rather than ‘convince’.
The presentation and slides are effective at delivering information and provoking thought, ‘convincing’, but they wouldn’t inspire anyone to join the adventure. They don’t ‘persuade’. They lack emotion.
What I needed was a video.
My own inspiration
To inspire my video, I pondered the Exhibition. The objective is for students to demonstrate mastery of the IBO Primary Years Program
through self-directed and collaborative inquiry. It occurred me that it closely resembles a traditional rite of passage
, a ritual marking the transition from one state or status to another.
In this case, the students are moving from elementary school to secondary school. They are presented with a challenging task and provided limited assistance and expected to use what they know to organize and take action. They are intended to cause cognitive dissonance
, the resolution of which is both the process and product of the experience.
This led to the conceptual framework for the video. It would start with an introduction to rites of passage, then invite the students to engage in the inquiry process through video footage of other schools’ exhibitions.
I do everything the hard way
At that point, things became ugly. Or interesting, depending on your perspective. I was trying to learn several different technologies, as well as visual literacy concepts and skills, all at the same time.
First there was searching for Creative Commons
licensed images and video to remix. Next, learning how to use iMovie
to organize and edit them, as well as adding the text. Adding text involved searching for an interesting font, a process in which I became totally lost for most of an evening. Finally, I hacked together a scratch music track with audio from one of my class’ collective improvisations for keyboard percussion
. Unfortunately or fortunately, I’m really not sure, technological misunderstanding prevented the audio from being included in the uploaded YouTube video.
Without further ado
I decided to share this version of the video because part of my personal inquiry is to be more collaborative. I have always had a very thin skin when it comes to critique and criticism, something I am working to improve.
Please view my video and tell me what you think!
EDIT 19 March 2014 – View the final video in the post, Visual Literacy Achievements Unlocked!.