## our class community blog!

### Daily Show on Wikipedia

This is a really interesting clip about Wikipedia from the Daily Show.  It might be interesting to show if you’re talking about how Wikipedia works with a class!  YAY Daily Show!

Well, it’s not embedding right now, but I’ll work on it, and for the moment, here’s the link!

Daily Show Clip on Wikipedia

### Video Project

After many issues with my computer, let’s see if this finally works from an NYU computer!  This is a video introduction/syllabus introduction to a dance course in a conservatory program.  First video, first time using iMovie…be kind.  🙂

### Ancient Mesopotamian Social Classes

Hi All!

My little video here is about the social class structure in Ancient Mesopotamia.  Actually, it’s basically the same structure that applies to most of the Ancient World.  I hope you all enjoy!

### Fibonacci Sequence and Golden Ratio

The topic of my video is “Fibonacci Sequence and Golden Ratio.” I used Windows Live Movie Maker in PC to make this video. This video contains lecture and examples. This shows lecture about Fibonacci Sequence and Golden Ratio for the first few minutes and then examples in real world for the next few minutes. I recorded my voice using “GOM Recorder,” which is a program made in Korea, since Movie Maker doesn’t have a recording system unlike iMovie. Also, I tried to put my voice and music together like overlapping but couldn’t do so because that service is not offered in Movie Maker unlike iMovie. I think it would be better to put background sound when I deliver lecture.

When I was first told about this assignment, I didn’t know how to do at all. I never made any videos before so I felt totally lost. But, by practicing iMovie and Movie Maker during my free time, I was getting used to using the systems. I really enjoyed making this video. I thought that people who makes YouTube videos are great, but I’m now thinking it’s not that a big deal. I am also getting interested in jobs related to making teaching videos. It’s great to realize that making video is fun from this class and this assignment!

### Unit Rate Video

My process:

I wanted to create a short video with one main focus so as to not cause cognitive overload by introducing too much. Since I work with students that spend entire periods in front of a computer, I realize how disengaged they become with videos that are too dense, or long. In my student teaching, I have noticed students consistently struggle with the topic of unit rate. The unit rate is the comparison of two quantities where one of the quantities is just 1. I really believe that students engage more with mathematics when teachers can make it relevant to their lives. In my video I wanted to highlight the relevance of unit rate in our lives since we deal with it so often.

At first, I was going to do an actual moving video but I couldn’t get my camera to work. Then I looked up the Ken Burns effect. I thought it looked really cool and I decided to make the video out of still shots with audio components as well as text. Working with iMovie and making the video was a really positive experience. As I built in components to the video I started to get comfortable with the different features it offers. I also liked using Flickr to find images since there were so many options that fit every description. If students had the opportunity to watch my clip, I would hope that the idea of the relevance of unit rate in their lives would stick.

=)

### Poetry in Motion via Hip Hop

The concept behind the video is that hip hop is poetry.  It is a way of getting students to write in an academic setting.  It is also a way to get students to interpret what they listen to.  Too often, I’ve seen young people enjoying music that may be against who they are.  For example, a young man who is gay may listen to a dance hall song that is insulting them.  This happens because people listen to the beat instead of the lyrics.

I would use this video to show that behind the sound are words.  I would also use this to show that those who listen to music, any form of music, are a part of poetry.  I want to also show students that they can write about anything.  There are injustices to write about.  There are everyday experiences to write about.

In addition to showing this video, I would have students choose a song of their own and create an interpretive video.  This interpretive video would accompany a poem inspired by the music they have chosen.  Their creativity would be displayed to motivate them and to build community schoolwide.

Credits:

Music by KRS One – ‘My Philosophy’

http://videos.brokencurve.com.s3.amazonaws.com

vibesource.files.wordpress.com/2008/06/krsone_550_2vibesourcemag.jpg

http://theinspirationroom.com

http://imagesz.fanpop.com

http://sportsinghana.com

http://spotifyplaylists.co.uk

http://www.corkdancestudio.com

### A followup video

I made a second video. It’s a bit shorter and I think it takes advantage of the medium more. Hope you enjoy!