Create a 10 minute video essay that covers Australian’s First Nation people (Aboriginal people )empowerment and struggles for recognition from the past and currently.
Instruction: Integrate the social work critical theories and what did it teach you.
Focus on fight back and aboriginal empowerment
Can integrate short videos or comments.
GUIDE The audio-visual essay for social work students
School of Social Sciences and Psychology (SSAP) Western Sydney University
Liza Moscatelli and Dr. Sonia Tascón
What is a video essay? 3
How to create a video essay 6
Video editing software 6
Articles and web resources 7
What is a Video Essay?
A video essay (also known as audiovisual essay) is the basic equivalent to a written
essay, except that it is produced into a visual format i.e. a video. The term video
essay as it is still evolving and derives from film studies. ‘From the screen studies
perspective, it is a video that analyses specific topics or themes relating to film and
television and is relevant as it comments on film in its own language.
This guide refers to the video essay from the context of the academic audiovisual
essay as a multimodal form that combines written, audio and visual modes to
communicate an idea. As a structure, the video essay is thesis-driven, and uses
images with text so that the audience can read and interpret the idea or argument in
a multimodal way.
In educational settings, the term video essay is used broadly for teacher/student-
learner generated video and as a vehicle to transmediate between written-text to
digital forms. Through the video essay form, students are able to achieve learning
outcomes in a new way as a multimodal experience while engaging with the subject,
task or assessment through expression and creation of self-knowledge.’
Audiovisual essay (see Video essay)
Multimodal Literacy: “Focuses on the design of discourse by investigating the contributions of specific semiotic resources (e.g. language, words, gesture, images) co-deployed across various modalities (e.g. visual, aural, somatic), as well as their interaction and integration in constructing a coherent text.” See: https://multimodalstudies.wordpress.com/what-is-multimodal-literacy/
Semiotics: the study of signs and symbols and their use or interpretation.https://ecu.au.libguides.com/video-essay/how-to-do-a-video-essayhttps://multimodalstudies.wordpress.com/what-is-multimodal-literacy/
Video Essay (or audiovisual essay): is the basic equivalent to a written essay, but presented in a visual format such as a video which usually contains a combination of video, still images, music, voice recording and text. Visual Representation: used for meaning-making involves the viewer seeing the whole picture all at once. It is used as a design element and is the representation of space in time. Visual meaning is growing in significance in today’s society and is increasingly used for communication. The use of screens sees the modes of text and visual meaning come together.
What you will need:
Written component (Essay)
Sound (music, voice recording, sound effects)
Video camera or phone camera and/ or utilise existing videos from YouTube
etc. or rip DVD movies
Microphone (if you are recording voice or interviews)
Watch: Video tutorial Story boarding: https://youtu.be/ux_Em1lVsjI
How to Create a Video Essay
How to Create Video Essays – Video Essay Warriors
On Making Video Essays – Patrick (H) Willems
Equipment for Video Essay Channels – Video Essay Warriors
Video editing software
Windows Movie Maker
Movie Maker Tutorial: https://youtu.be/TXr_kzfnCM4
iMovie Basics: Video editing tutorial for beginners: https://youtu.be/VF2mUJ0P3xU
Adobe Premiere Pro (CC) – a little more professional – Free 7 Day Trial. After it is a
Articles and web resources
1. How to do a Video Essay – Edith Cowan University:
2. What is a mode?
3. What is multimodality? https://www.youtube.com/watch?v=nt5wPIhhDDU
4. FILM STUDIES IN MOTION: Audiovisual Essay to Academic Research Video
5. Has the Video Essay Arrived? (2017)
6. HOW-TO VIDEO ESSAYS by Greer Fyfe and Miriam Ross
7. How to Make Video Essays: Resources for Teachers and Students
8. An Introduction to the Video Essay Suite
9. Multimodal Composition in Kairos: A Rhizomatic Retrospective
10. On the Origin of the Video Essay
11. Reframe: Resources & How To Guides
12. Resources for Teachers
13. Teaching the Scholarly Video
14. Teaching While Learning: What I Learned When I Asked My Students to Make
15. The Video Essay: The Future of Academic Film and Television Criticism?
16. [in]transition – Resources
Kress, G. (2009). Multimodality:A Social Semiotic Approach to Contemporary
Tascón, S. (2019). Visual communication for social work practice: power, culture,
analysis. Abingdon, Oxon; New York, NY: Routledge.
|Research: Demonstrates p/g level ability to research, disseminate, analyse and collate necessary material relevant to topic||Did not demonstrate p/g level research||Demonstrated p/g level research but only by describing material||Demonstrated p/g level research through description but also beginning to question/ critique material||Demonstrates p/g level research through significant interrogation of material and shows early signs of beginning to create something new from material.||Has not only significantly interrogated material but also collated it towards something new beyond basic level.|
|Conceptual Clarity and Critical Thinking: Demonstrates p/g level ability to engage critically with concepts presented, shows depth of understanding of concepts, can creatively and critically express them and do so clearly||Shows few signs of p/g level of conceptualisation or of critical and creative thinking||Demonstrates p/g level conceptualisation and critical thinking but primarily in concrete and descriptive ways.||Demonstrates p/g level conceptualisations that suggest beginnings of independent critical thinking||Demonstrates conceptual clarity and critical thinking by beginning to advance understandings beyond concrete descriptions and towards new ideas||Demonstrates highly developed conceptual understandings of material and has furthered ideas by adding new thoughts and questions.|
|Content: Depth of understanding of theoretical and practical dimensions of material. Can creatively expand on concepts and their application. Produces a coherent argument.||Shows little understanding of material presented, has not expanded on it, nor presented a coherent argument.||Shows sufficient depth of understanding but only at pass level, has not expanded on material greatly, and has produced a sufficient coherence in argument.||Depth of understanding surpasses concrete and literal understandings, but only marginally, has begun to expand on material, and coherence of argument is only beyond sufficient.||At earlier stages of advanced levels of understanding of material, has begun to expand materials into advanced realms of thinking, and argument is more than sufficiently coherent.||Demonstrates having attained such highly advanced levels of understanding of material that can readily expand it to complex and new ways of thinking; a high level of coherence in argument presentation|
|Style and Grammar||Many errors of spelling and expression||Few errors of spelling and expression||No errors of spelling but expression remains problematic||No errors of spelling and expression is fluent but could be improved||No errors of spelling and expression is clear, fluent and appropriate|