| Body | Isabelle Sackville-West
This activity utilizes vlogging to facilitate experiential learning. It is designed with intermediate learners in mind, and the examples provided are in Mandarin Chinese and English. However, this activity can be adapted for any language classroom and can be scaled to accommodate different proficiency levels by changing the types of information and language that students are required to use.
Objectives:
Learners will be able to:
- Demonstrate understanding of vlog genre, structure, and language use
- Create their own vlog in the target language
- Identify the pragmatic components of vlogs in the target culture through the IPIC Framework
Modes: Interpretive, Presentational
Materials: Example vlogs, Vlog Note Sheet, Vlog Planner, IPIC Framework Note Sheet, Quicktime or another free video editor
Procedure:
- Begin by telling students that they will be vloggers for the week. As a class, brainstorm what being a vlogger entails. Ask students questions like: What do vloggers talk about? What kinds of things do they film? How do they address the camera (Do they talk to it like a friend? Pretend like it’s not there?)? How much information do they include? How is the vlog structured? How long is a vlog?
- Observe: Have students watch example vlogs (at least two) (for ideas, see these examples in Chinese and English) and take notes using the Vlog Note Sheet.
- As a class, debrief. As students debrief, they should also answer the questions in the “Knowledge” square of the IPIC Framework Note Sheet. Students should consider both the structure and format of a vlog, as well as the language and content used within it.
- Knowledge: Based on what they observe, have students generate a list of rhetorical structures, vocabulary words, and grammatical structures that they think they will need to know to be successful while creating their vlogs. Go over these items with the students.
- Analyze: Based on their notes, have students respond to the questions in the “Analysis” square of the IPIC Framework Note Sheet. In answering these questions, students will consider vlog language as compared to other media, shifts in register, appropriateness of topic, and appropriate language use.
- Extend: Then, explain to learners that they will create their own vlogs about a day in their lives. They should vlog multiple clips over the course of a day and then use a basic, free video editor like Quicktime player to combine their video clips. In total, the vlog should be about 10 minutes log.
- Next, have students fill out the Vlog Planner as a guide. Then, they should record their blogs.
- The next day in class, provide time for learners to work on their vlogs. At the end of the day, ask them to write notes regarding the "Subjectivity" section of the IPIC Note Sheet. Here, they will consider and defend their language choices.
- Subjectivity and Awareness: Once students have finished their vlogs, they will share them with the class. Have students ask questions and “post comments” about each other’s vlogs on an online platform (like Canvas) or by using sticky notes. Then, have students respond to the "Awareness" section of the IPIC Note Sheet.
- Finally, debrief as a class. Some good questions to consider are: Why did you choose to include the information you did? How did you decide what to cut? What was your favorite part of the vlog? What are you most proud of? If you could change one thing what would you improve? How did you feel doing this activity overall?
Notes:
Other than combining clips, learners should not do any other type of editing unless editing explicitly aligns with additional learning outcomes.
|
|---|
