Videogiornalismo a scuola. Intervista esclusiva a Michael Hernandez

Micahel Hernandez
Michael Hernandez A? docenteAi??di Media Arts presso la Manhattan Beach Unified School District, in California (USA).Ai??EdAi??A? un noto esperto di Digital Storytelling, Mobile Journalism, e iPhoneography.

hernandez_header-1“Insegno produzione di film / video e giornalismo televisivo a livello di scuola superiore dal 1999 e tengo molti seminari su questi temi e su altre tematiche come iphoneo-graphy e narrazione cinematografica. Ritengo che la nostra piA? grande responsabilitAi?? come educatori sia di creare nelle nostre aule e campus un clima favorevole per l’innovazione; incoraggiare l’assunzione di rischi, accogliere il cambiamento e responsabilizzare i nostri studenti “.

Leggi gli articoli di Michael Hernandez: http://www.jeadigitalmedia.org/author/mhernandez/
Segui Michael Hernandez:

Tu hai detto una frase famosa: ai???If a picture is worth 1000 words, then video is 1000 words 30 times a secondai???. Puoi spiegare che cosa intendi?

PoichAi?? il video ha un frame rate di 30 fotogrammi al secondo – 30 foto devono alternarsi velocemente ogni secondo per creare l’illusione del movimento – ciA? significa che potenzialmente abbiamo la capacitAi?? di comunicare molto di piA? rispetto a una sola fotografia o a un quadro. Questo A? anche un riferimento a una famosa frase di Jean Luc Goddard che una volta disse che “la pellicola A? la veritAi?? 24 volte al secondo.”

Hernandez2Tu sostieni che aiutare studenti a fare una vera esperienza giornalistica (anche di ai???videogiornalismoai???) A? molto importante per sviluppare le loro capacitAi?? di apprendimento PerchAi???

Se permettiamo agli studenti di creare un lavoro che si occupa di persone e di problemi reali, prenderanno il loro lavoro molto piA? seriamente, perchAi?? sanno che il loro prodotto avrAi?? un effetto su altre persone. Inoltre devono anche saper risolvere i problemi legati alla creazione loro progetti di fiction, come l’analisi critica informazioni, comunicare con altre persone (forse con delle autoritAi??, persone dellai??i??amministrazione scolastica, funzionari del governo locale, ecc), e imparare a presentare tutte queste idee complesse davanti a un pubblico in modo che capisca.

Tu proponi agli studenti di trattare le notizie ai???a cura diai??? e non solo di pubblicare brevi news su Internet. PerchAi?? questa ai???interpretazioneai??? della news A? importante per lo studente?

Parliamo del Web e del linguaggio sms e di come gli studenti li utilizzano per scrivere brevi messaggi. In primo luogo, credo che le scuole dovrebbero insegnare agli studenti come usare i media di internet e i social net per enunciare la notizia, perchAi?? A? in questo modo che molti ottengono le proprie notizie. Accettare e impiegare queste tecniche, non bisogna impedire agli studenti di utilizzare questi strumenti. Twitter A? un buon esempio del motivo per cui le si dovrebbero insegnare. Ma una bella storia di video giornalismo richiede agli studenti di raccogliere e selezionare molte informazioni e di scrivere una storia che include molte idee e fatti in modo conciso. Se si creano lunghe storie, simili a documentari, poi ci sono molte opportunitAi?? per insegnare abilitAi?? di scrittura come la struttura, lo stile, ecc. In ogni caso gli studenti devono considerare quale sia il loro pubblico e devono imparare a scrivere la loro storia per quel pubblico.

Quali attivitAi?? consigli agli insegnanti?

Ai docenti che di solito non insegnano videogiornalismo consiglio questa attivitAi?? da affinchAi?? gli studenti diventino esperti di un argomento e possano riferire su di esso. Scegliete un argomento in classe (o gli studenti lo scelgono) e invitateli a riferire su questo argomento. Useranno le loro abilitAi?? per ricercare i fatti e la storia del tema, il pensiero critico per analizzare tali fatti, mostreranno le proprie capacitAi?? di parlare e di intervistare esperti sul tema, e anche le loro abilitAi?? di scrittura per stendere la sceneggiatura in modo articolato.

Puoi descrivere qualche procedura (workflow) che gli insegnanti possono applicare in classe con iPad?

HernandezFlusso di lavoro con iPad. Il mio consiglio A? quello di capire che gli studenti sono piA? intelligenti di insegnanti quando si utilizza iPad! Si deve prima decidere che cosa si vuole fare per la lezione o per creare un progetto, e poi bisogna trovare il modo migliore e piA? semplice per gli studenti affinchAi?? possano completare il progetto. Alcuni insegnanti si entusiasmano per determinate App e cosAi?? dimenticano lo scopo principale della lezione, oppure cambiano la loro lezione solo per cercare di utilizzare alcune applicazioni. Una volta che sapete quali sono i vostri obiettivi, testare alcune applicazioni da soli e vedete altri insegnanti che cosa hanno usato. Poi presentare la scelta migliore alla classe. Potete anche chiedere ad alcuni dei vostri migliori studenti di aiutarvi a trovare buone applicazioni e poi di insegnare gli altri studenti a usarle.

Quali applicazioni consigli di usare?

HernandezQuali applicazioni posso usare? La maggior parte del nostro lavoro in classe A? fatto con Final Cut ProX su iMac, e l’utilizzo di telecamere professionali e microfoni per la registrazione video e audio. Su iPad o iPhone, i miei studenti utilizzano diverse applicazioni differenti. Alcune sono solo per la creazione di contenuti come Google Drive, iMovie per iOS, Pges, Note, ecc Ce ne sono molte che usiamo per la comunicazione con altri soggetti, come Facebook, iMessage, e alcune che usiamo per condividere le nostre idee e progetti con altri (Twitter, Facebook, HootSuite (per Twitter) Dropbox). La mia nuova app preferita A? Storehouse, che permette di creare belle storie utilizzando foto, video e testo. Io personalmente uso molte applicazioni, soprattutto per la fotografia, come Hipstamatic, Instagram, Snapseed, Over, e Decim8. Uso anche Keynote per molte presentazioni.

Hai qualche suggerimento particolare per i nostri docenti italiani?

Ecco qualche consiglio per gli insegnanti sul video giornalismo: la storia e l’idea sono sempre la cosa piA? importante – non l’attrezzatura. Iniziate il progetto con la descrizione di una frase, una frase che rappresenti ciA? che la storia dovrAi?? essere (quello che noi chiamiamo una “dichiarazione d’intenti”), e poi gli studenti scriveranno una descrizione dei fatti, dei filmati e le citazioni di persone che si vogliono intervistare. Tutto questo deve accadere prima di produrre qualsiasi filmato.

 

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Exclusive Interview with Michael Hernandez English version

Media Arts Teacher. Manhattan Beach Unified School District, California (USA). Michael Hernandez is expert of Digital Storytelling, Mobile Journalism, and iPhoneography.

ai???I have taught film/video production and broadcast journalism at the high school level since 1999, and present seminars on these topics as well as iphoneography and cinematic storytelling. I feel that our biggest responsibility as educators is to create a climate for innovation in our classrooms and campuses; to encourage risk-taking, welcome change and empower our students.ai???

Follow M. Hernandez:

You said a famous phrase: “If a picture is worth 1000 words, then video is 1000 words 30 times a second.” Can you explain what you mean?

Because video has a frame rate of 30 frames per second–30 still photos flash quickly each second to create the illusion of movement–then we have the ability to communicate so much more than just one still photograph or painting.Ai?? This is also a reference to a famous quote by Jean Luc Goddard who once said that “film is truth 24 times per second.ai???

You claim that helping students to make a real journalistic experience (even “video journalism”) is very important to develop their learning skills Why?

If students are allowed to create work that deals with real people and problems, then they will take their work more seriously because they know it will have an effect on other people.Ai?? They must also solve problems to create their finished projects, such as critically analyzing information, communicating with other people (perhaps those in authority like school administration, local government officials, etc.), and learn to present all of these complicated ideas to their audience in a way that they will understand.

Do you think the language of the web is very fragmented, fast. This does not allow students to deepen and tell. For this propose we deal with the news “by” and not just to interpret the news. I also think this. Can you explain your point of view?

Web and texting language and how students are used to short messages. First, I think that schools should teach students how to use the internet and social media to report the news because that’s how many people get their news. Accept and use the technique, don’t try to prevent students from using it. Twitter is a good example of why you should teach it. But, a good video journalism story requires students to take a lot of information that they have gathered, and to write a story that includes many ideas and facts in a concise way. If you create long stories, similar to documentaries, then there are many opportunities to teach writing skills like structure, style, etc. In all cases, students must consider who their audience is, and write their story for that audience.

What activities advice to teachers?

Tips for teachers who don’t usually teach video journalism: It’s a good activity to use because students must become experts in a topic in order to report on it. Choose a topic in your class (or have the students choose) and have them report on that topic. They will use their skills to research facts and history of the topic, critical thinking to analyze those facts, personal speaking skills to interview experts on the topic, and their writing skills to write the script that the reporter records.

Can you describe some procedure (workflow) that teachers can apply in the classroom with the iPad?

Workflow with iPads.Ai?? My advice is to understand that students are smarter than teachers when using iPads!Ai?? You should first decide what you want to do for your lesson or project, and then find the best and easiest ways for the students to complete their project.Ai?? Some teachers get excited about apps, and forget what the main purpose of the lesson is, or they change their lesson just to try and use certain apps.Ai?? Once you know what your goals are, test a few apps by yourself, and research what other teachers have used.Ai?? Then present the best to the class.Ai?? You might also ask some of your best students to help you find good apps and teach the other students.

What applications use tips?

Which apps do I use?Ai?? Most of our class work is done using Final Cut ProX on iMacs, and using professional cameras and microphones for recording video and audio.Ai?? On the iPad or iPhone, my students use several different apps.Ai?? There are some that are just for creating content like Google Drive, iMovie for iOS, pages, Notes, etc.Ai?? There are many we use for communication with each other, like Facebook, iMessage, and some we use for sharing our ideas and projects with others (Twitter, Facebook, Hootsuite (for Twitter) Dropbox).Ai?? My favorite new app is Storehouse, which allows you to create beautiful stories using photos, video and text.Ai?? I personally use many apps, especially photography apps like Hipstamatic, Instagram, Snapseed, Over, and Decim8.Ai?? I also use Keynote for many presentations.

Do you have any particular suggestions for our Italian teachers?

Tips for teachers about video journalism: The story and idea is always the most important–not the equipment. Begin the project with a one sentence description of what the story will be about (what we call a “focus statement”), and then have the students write an outline of facts, video footage and quotes from people you will interview. All of this must happen before you shoot any footage.

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