The authors offer this heuristic for teaching video production:
- Ideate: “Students explore ideas for the project and complete a preliminary writing task such as a storyboard or a script” (5). This also involves “imagining their primary audience’s rhetorical needs and their audience’s likely technical expectations for a multimedia composition.” (6)
- Locate: “Students search for video clips appropriate for the chosen theme and audience” (6). “In the midst of myriad video objects, rhetorical choices become all the more central to the process of locating video content appropriate to the points students intend to make” (7).
- Evaluate: “Students evaluate the video clips they have gathered for their ethical, rhetorical, aesthetic, and technical suitability for their projects” (6).
- Integrate: “Students insert video into their multimedia composition in rhetorically, ethically, aesthetically, and technically sound ways” (6). “[S]tudents must decide not only how much video to use, but also what other media modes can best help to compose a persuasive message” (9).
Key Term
- Sustainability: “development that, first, meets the basic needs of all and, second, extends to all the opportunity to grow and evolve within a system” (1).