Here is a very cool idea for using EdPuzzle - my favourite flipped classroom tool - by putting it in the hands of students.This idea comes from Stacey Roshan's excellent page where she explains all of the tech projects she has been doing. Thanks Stacey for the inspiration! Go check it out!
This one is for an English assignment on "A Streetcar Named Desire" a seminal play that EVERYONE studies right?! This is a great example of taking a teacher based tool and getting students to create their own analysis. A great tool for capturing and sharing students ideas!
Even though this example is for English, you could apply this idea to any subject!
Here is the outline:
Brad Kosegarten had his English III class use EDpuzzle to break down and analyze a scene from the film adaptation of A Streetcar Named Desire.
Student Examples:
Assignment: A Streetcar Named Desire Film Analysis Project
Introduction to Assignment
Usually, this year, when we have been analyzing text, it has been in the form of the written word: short stories, plays, poems and novels. Texts exist beyond the literary world however; you can closely study a campaign poster, a commercial, a piece of artwork, etc for structure and meaning.
In this project, you and a partner will select a scene from the film version of Streetcar and useEDpuzzle to break down and analyze the film adaptation of the scene and share the deeper meaning you’ve found with your classmates.
Objectives
- To understand how film can be analyzed as text
- To analyze film for tone, theme, structure, characterization, etc.
- To learn to use EDpuzzle as an audio-visual presentation tool.
Instructions
1. Select a partner and a scene (this will be determined in class)
2. Read the play version of A Streetcar Named Desire and watch the Elia Kazan film version.
3. Complete the following questionnaire using complete sentences and proper grammar.
Each response should be at least two sentences long:
- Are there any changes between the film and the original play, if any?
- Is there dramatic irony in this scene? in other words, do you, the audience, know something one of the characters doesn’t? What effect does this have?
- Note the plot structure of the scene. What is the narrative structure?
- Who are the characters in the film scene?
- What is the central issue the characters are discussing?
- What are the views of the different characters in the scene? How are they the same? Different?
- Does the author seem to try to get you to side with one particular side?
- Does the action that follows suggest that one or more of the characters were right? That one or more characters were wrong?
- What are the various tones in the scene? How does music, lighting, symbolism contribute to this?
- What is the central theme of the scene with regard to the play as a whole?
4. After searching for your YouTube clip in Edpuzzle, work with your partner analyze your scene using. It is best if you stop 5-7 times to make commentary based on your answers above. Focus on sharing your most interesting findings: a shift in tone, interesting structure, a central theme, dramatic irony, etc.
5. Using EDpuzzle, be sure to ask three discussion questions at the end of the scene so the class can re-cap what they’ve learned by watching your presentation. Facilitate short discussion.
6. Post questionnaire answers to forum.
7. Submit your project via EDpuzzle; I will embed your project via Seqta.
Materials
Rubric
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Project Components
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Point Value
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Scene Questionnaire answered thoroughly using evidence from the scene.
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30
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Project contains 5-7 stops for commentary. Commentary is reflective of the most interesting/enlightening observations you’ve noticed in questionnaire.
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25
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3 discussion questions posted at the end of project. Questions used to facilitate brief conversation at the end of showing.
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15
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Project is put together with care and effort- it looks good and shows that instructions were followed
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15
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Assignment Posted to on Time
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15
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Here are some brief instructions on using Edpuzzle