Watch the following student-created Animoto made in a US II History class. As you watch, consider if the use of the song falls under tranformativeness. Do you believe that the use of the song is acceptable? If so, why? If not, what would you recommend the student do?
The use of song is very acceptable if you set guidelines for each student. During my student teaching my last assignment given to each student was to express the main theories of Evolution learned in the unit by essay, song, drawing, or a story. I explained the rubric section by section and my expectations and every project was excellent. I believe that when you give the student the oppportunity to express the work in terms easier for them then you will get great work from them. Song, is transformative as the student displays their perspective on a subject through a song they have written or someone else has written. When you add song and text to a web tool like Animoto that is a great display of understanding and creativity from a student.
@ Jackie: The lesson about evolution sounds highly engaging! If you have a student project from this assignment you are able to share, I hope you do so. What grade level did you teach during your student teaching?
The simplicity of Animoto as a tool for creating multimedia definitely allows students a way to demonstrate understanding and apply the content knowledge in a different medium.
That said, does the student, by using the song by the Rolling Stones, either add value or re-purpose to the song? Or does the song lay over the video as a "sound track"? Those questions are ones we need to ask our students, and when my students wrestle with these questions, they often respond emotionally. They are quite connected to their music and the notion of using creative commons music irritates them as they view anything copyright-friendly as inferior.
Jackie, the theme of your student teacher project was specific enough that you did not have to be concerned about the content of the song that a student might select. However, had the topic been one on reproduction, you might have heard songs that potentially needed to be edited. The rap culture has introduced into pop culture the blurring of values as well as the distortion of language and values.
Many school districts retain morality clauses in their contracts. They also have fairly puritanical views on language and appropriate topics. While the students may read The Scarlet Letter, most districts would caution against in depth discussion of illicit sex. My students were allowed to read Como Agua para Chocolate (¬Like Water for Chocolate), but I had to select carefully the clips from the film. No nudity, sexual content or strong language was approved. Conversely, the song from The Motorcycle Diaries provided an excellent point of departure for a discussion of Che Guevara’s view of “the other side.” Ironically, there was a parent complaint about the political viewpoint! These experiences illustrate for me the hidden obstacles and potential controversy.
@Ken, I actually did not know that this video was attached to the fair use assignment so during my first visit to the blog I just watched the video and answered the question. My 10th grade students actually were not allowed to use other media becuase they had to come up with their own lyrics for their song. I believe that the song adds value to the video as it states " War children...its just a kiss away." This song along with the video points out the events that took place in the US during the Vietnam War. The video was trying to convey that while the war was going on in Vietnam, there was a war going on in our streets as well. This was portrayed in the song "See the fire is sweeping down the streets today burning like a bright red carpet. It is true that students are very connected to their music, but when a student is able to connect music from the past with events that happened during that time, then they are not only showing that they understand the material but they are using critical thinking to pull both song and text together. This was a great example of showing transformative work under the fair act.
I believe that the use of the song was appropriate and relevant. It incorporated the use of pop culture from the period of history that the video maker was illustrating . The refrain of "It's just a shot away" was relevant to the narrative being told. Additionally, a study of the lyrics as a metaphor for the turbulent period of the Vietnam war and the human rights movement would enhance the students' understanding of the convergence of political and social movements of the 1960s. Personally, I thought that the music, both the beat and the intensity, enhanced the viewing of the clip. While school districts may show some concern about the references to rape and murder as too violent or inappropriate, I personally do not believe in the censorship of pop culture if it does not denigrate a race, culture, or gender. I have used video clips and songs to teach lessons on culture, poetry and literature. I look forward to learning this technology.
I agree Cheryl the choice of song with the beat and inetnsity did enhance the clip. Actually a lot of music from that era had the same intensity just in the lyrics alone. A student able to put together a piece like this just amazes me and I hope that I can produce an Animoto movie one day. I actually had a teacher walk us through half the process and it looked easy but I know that it will actually take me forever. I guess Marc Prensky was right that most teachers are Digital Immigrants!
As far as the reference to fair use, it falls within the confines of the transformative description. The song is not being used for its original purpose, and it is transformed for educational purposes. Furthermore, no profit is being derived from it.
The use of song is very acceptable if you set guidelines for each student. During my student teaching my last assignment given to each student was to express the main theories of Evolution learned in the unit by essay, song, drawing, or a story. I explained the rubric section by section and my expectations and every project was excellent. I believe that when you give the student the oppportunity to express the work in terms easier for them then you will get great work from them. Song, is transformative as the student displays their perspective on a subject through a song they have written or someone else has written. When you add song and text to a web tool like Animoto that is a great display of understanding and creativity from a student.
ReplyDelete@ Jackie: The lesson about evolution sounds highly engaging! If you have a student project from this assignment you are able to share, I hope you do so. What grade level did you teach during your student teaching?
DeleteThe simplicity of Animoto as a tool for creating multimedia definitely allows students a way to demonstrate understanding and apply the content knowledge in a different medium.
That said, does the student, by using the song by the Rolling Stones, either add value or re-purpose to the song? Or does the song lay over the video as a "sound track"? Those questions are ones we need to ask our students, and when my students wrestle with these questions, they often respond emotionally. They are quite connected to their music and the notion of using creative commons music irritates them as they view anything copyright-friendly as inferior.
Jackie, the theme of your student teacher project was specific enough that you did not have to be concerned about the content of the song that a student might select. However, had the topic been one on reproduction, you might have heard songs that potentially needed to be edited. The rap culture has introduced into pop culture the blurring of values as well as the distortion of language and values.
DeleteMany school districts retain morality clauses in their contracts. They also have fairly puritanical views on language and appropriate topics. While the students may read The Scarlet Letter, most districts would caution against in depth discussion of illicit sex. My students were allowed to read Como Agua para Chocolate (¬Like Water for Chocolate), but I had to select carefully the clips from the film. No nudity, sexual content or strong language was approved. Conversely, the song from The Motorcycle Diaries provided an excellent point of departure for a discussion of Che Guevara’s view of “the other side.” Ironically, there was a parent complaint about the political viewpoint! These experiences illustrate for me the hidden obstacles and potential controversy.
@Ken, I actually did not know that this video was attached to the fair use assignment so during my first visit to the blog I just watched the video and answered the question. My 10th grade students actually were not allowed to use other media becuase they had to come up with their own lyrics for their song. I believe that the song adds value to the video as it states " War children...its just a kiss away." This song along with the video points out the events that took place in the US during the Vietnam War. The video was trying to convey that while the war was going on in Vietnam, there was a war going on in our streets as well. This was portrayed in the song "See the fire is sweeping down the streets today burning like a bright red carpet. It is true that students are very connected to their music, but when a student is able to connect music from the past with events that happened during that time, then they are not only showing that they understand the material but they are using critical thinking to pull both song and text together. This was a great example of showing transformative work under the fair act.
DeleteI believe that the use of the song was appropriate and relevant. It incorporated the use of pop culture from the period of history that the video maker was illustrating . The refrain of "It's just a shot away" was relevant to the narrative being told. Additionally, a study of the lyrics as a metaphor for the turbulent period of the Vietnam war and the human rights movement would enhance the students' understanding of the convergence of political and social movements of the 1960s.
ReplyDeletePersonally, I thought that the music, both the beat and the intensity, enhanced the viewing of the clip. While school districts may show some concern about the references to rape and murder as too violent or inappropriate, I personally do not believe in the censorship of pop culture if it does not denigrate a race, culture, or gender.
I have used video clips and songs to teach lessons on culture, poetry and literature. I look forward to learning this technology.
I agree Cheryl the choice of song with the beat and inetnsity did enhance the clip. Actually a lot of music from that era had the same intensity just in the lyrics alone. A student able to put together a piece like this just amazes me and I hope that I can produce an Animoto movie one day. I actually had a teacher walk us through half the process and it looked easy but I know that it will actually take me forever. I guess Marc Prensky was right that most teachers are Digital Immigrants!
ReplyDeleteAs far as the reference to fair use, it falls within the confines of the transformative description. The song is not being used for its original purpose, and it is transformed for educational purposes. Furthermore, no profit is being derived from it.
ReplyDelete