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The Ultimate Guide to Video Production Classes in High School

If you’re a media class teacher looking to offer video production classes in your high school, you’ve come to the right place. Video production skills are becoming increasingly important in today’s digital age, and providing your students with the opportunity to learn these skills can have numerous benefits. From fostering creativity to developing critical thinking and technical expertise, video production classes can be a game-changer for your students. In this ultimate guide, we’ll explore the basics of video production, different types of video production classes, tips on choosing the right class, and how to prepare for your first video production class.

Understanding the Basics of Video Production

Before diving into the world of video production, it’s crucial to understand its importance and the key concepts involved. Video production skills go beyond simply pressing ‘record’ on a camera. They encompass various aspects such as storyboarding, camera angles, lighting, sound, and editing. By mastering these skills, students can effectively communicate their ideas and tell compelling visual stories.

The Importance of Video Production Skills

Video production skills are highly sought after in today’s media-driven world. Whether it’s for personal projects, academic assignments, or future career prospects, having a solid foundation in video production can give students a competitive edge. From creating documentaries and short films to producing video content for social media platforms, the possibilities are endless.

Imagine a world without videos. No movies, no television shows, no YouTube. It’s hard to fathom, isn’t it? Videos have become an integral part of our lives, allowing us to connect, learn, and be entertained. They have the power to evoke emotions, convey messages, and capture moments that words alone cannot. In a society where attention spans are shrinking, videos have the ability to grab and hold our attention, making them a powerful tool for communication.

Furthermore, video production skills are not limited to the entertainment industry. They are increasingly in demand in fields such as marketing, advertising, journalism, and education. Companies are constantly looking for creative ways to engage their audience and stand out from the competition. By incorporating videos into their marketing strategies, businesses can effectively convey their brand message and connect with their target market.

Key Concepts in Video Production

When teaching video production classes, it’s important to cover essential concepts such as shot composition, camera movement, lighting techniques, and sound recording. By familiarizing students with these concepts, they can start thinking critically about how different elements contribute to the overall impact of a video.

Shot composition is the arrangement of visual elements within the frame. It involves considering factors such as framing, perspective, and the rule of thirds. By carefully composing each shot, filmmakers can guide the viewer’s attention and create a visually pleasing image.

Camera movement adds dynamism and visual interest to a video. Techniques such as panning, tilting, and tracking shots can be used to follow the action, reveal new information, or create a sense of immersion. Understanding how camera movement affects the viewer’s experience is crucial in creating engaging and captivating videos.

Lighting is another essential aspect of video production. It sets the mood, enhances the visual aesthetics, and helps convey the intended message. Different lighting techniques, such as three-point lighting or high-key and low-key lighting, can be used to create different effects and evoke specific emotions.

Sound recording is often an overlooked aspect of video production, but it plays a vital role in creating a professional and immersive experience. Clear and high-quality audio is essential for effective storytelling. Students should learn about microphone types, placement techniques, and sound editing to ensure their videos have crisp and balanced sound.

By delving into these key concepts, students can develop a deeper understanding of video production and elevate their storytelling abilities. They will be able to create videos that not only look visually appealing but also effectively communicate their intended message to the audience.

Exploring Different Types of Video Production Classes

Video production encompasses a wide range of skills and techniques. Understanding the different types of classes available can help you provide your students with a well-rounded education in video production.

Introduction to Filmmaking

This type of class serves as a foundation for aspiring filmmakers. It covers topics such as scriptwriting, camera operation, directing, and storytelling. Students will learn about the entire process of producing a film, from pre-production to post-production.

Advanced Video Editing Techniques

In this class, students will delve deeper into the art of video editing. They will learn advanced techniques in software like Adobe Premiere Pro or Final Cut Pro , allowing them to refine their editing skills and create professional-quality videos.

Special Effects and Animation in Video Production

For students interested in visual effects and animation, this class offers a fantastic opportunity to explore the world of CGI (Computer Generated Imagery). They will learn how to use software such as Adobe After Effects to add special effects and animate objects in their videos.

Choosing the Right Video Production Class

Now that you’re familiar with the types of video production classes available, let’s dive into how to choose the right class for your students.

Assessing Your Interests and Goals

Consider your students’ interests and goals when selecting a video production class. Some students may be passionate about filmmaking, while others may be more interested in editing or animation. Tailoring the class to their preferences will keep them engaged and motivated.

Evaluating the Course Curriculum

Take a deep dive into the course curriculum. Ensure that the class covers a wide range of topics and provides hands-on opportunities for students to apply what they’ve learned. Look for classes that balance theory with practical exercises.

Considering the Instructor’s Expertise

Choose a class taught by an instructor who has industry experience and expertise in video production. An instructor with practical knowledge can provide valuable insights and mentorship to your students.

Preparing for Your First Video Production Class

Once you’ve chosen the right video production class, it’s time to prepare your students for the exciting journey ahead.

Essential Equipment for Video Production

Ensure that your students have access to the necessary equipment for video production. This includes cameras, tripods, microphones, lighting equipment, and editing software. Consider seeking funding or partnering with local organizations to access additional resources.

Pre-Class Reading and Research

Encourage students to familiarize themselves with video production concepts before the first class. Provide them with reading materials or online resources to get a head start. This will enable them to ask thoughtful questions and actively participate in class discussions.

Setting Expectations and Goals

Before the first class, clearly communicate your expectations and goals to your students. Set realistic milestones and encourage them to set personal goals. This will create a sense of purpose and motivation, driving their progress throughout the course.

By following this ultimate guide to video production classes in high school, you’ll be well-equipped to offer your students a transformative learning experience. From understanding the basics of video production to exploring different types of classes and choosing the right one, your students will gain valuable skills that can benefit them in future endeavors. So, get ready to embark on this exciting journey and unlock the creative potential of your students!

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TV PROGRAM WORKSHEETS FOR HOMEWORK

TWM offers the following “movie worksheets” which serve as the core for TV show lesson planning.

• TV Program Worksheet for Homework — Fiction (Soaps, Dramas, and Reality/Survival Shows) ;
• TV Program Worksheet for Homework — Historical Fiction ;
• TV Program Worksheet for Homework — Informational Documentary ;
• TV Program Worksheet for Homework — Documentary Designed to Persuade ; and
• TV Program Worksheet for Homework — News and Current Events Programming . about what they watch.

The basic idea is to get students to analyze something in which they are interested and to express their conclusions in writing. This will make homework more palatable and lead students to give it their best effort.

The worksheets created by TWM are generic; useful for almost any program of the type indicated.

The 2010 Common Core State Standards require that teachers in history/social studies, science, and technical subjects join in the effort to assist students in learning how to read, write, and listen. See Common Core State Standards page 5, item # 6, and pages 59 – 69. This may be a change for teachers in those subjects. The worksheets listed in this article will help teachers in subjects other than ELA to meet the requirements of the standards.

To use the worksheets, first review them to make sure that they are appropriate for the class and the assignment; adjust as necessary. In most cases, have the class read the questions on the worksheets before watching the programs. If the whole class is watching one program or one type of program, the worksheet prompts can be read out loud in class. Teachers should also have an alternative assignment available for those students who do not have television in the home or who cannot access the program for some other reason. See TWM’s Cell Phone Lesson Plan .

TWM recommends that, whenever possible, teachers suggest or show productions of high artistic quality with important themes, something that is difficult to accomplish when allowing students to choose which shows to watch. This is perhaps the largest disadvantage of using the lesson plan materials linked in this page and one of the reasons that TWM recommends that such assignments be homework. Teachers may also want to consider using these assignments for extra credit.

A Note About the Advantages of Using Generic Worksheets: Many worksheets, created primarily to be used when students watch movies, contain questions about specific scenes or details to test whether students have been paying attention. When students watch television programs at home, requiring responses to prompts in a TV program worksheet ensures that students follow the show and don’t daydream or become distracted. This type of worksheet is clearly beneficial when the program itself has educational value or is going to be used to drive assignments requiring the exercise of important skills. Using such a worksheet is usually better than just letting students watch the program.

Worksheets with generic questions have the same advantages, however, they also ensure that students will begin to see that programming of the same type has certain common characteristics that can be broken down and analyzed. Generic worksheets require that students use thinking skills of a higher level than worksheets requiring only that students recall and regurgitate scenes or facts. For these reasons, TWM suggests that teachers use generic worksheets, or worksheets with primarily generic questions, in their lesson plans.

Finally, when students are going to be choosing the exact program to watch, it will be impossible for teachers to formulate specific questions for each student.

An exhaustive discussion of the potential uses of television programming is beyond the scope of this article. However, set out below are some cursory comments to assist teachers in using TV program homework assignments as part of a lesson plans.

Using TV Program Worksheets for Homework Assignments in ELA Lesson Plans

Many types of television shows employ the elements of story. Obviously, story is important in drama and often in comedy. In addition, reality TV shows, including competition and survival shows, often employ the devices of story to keep audiences interested.

Finding the Right TV Show: Many teachers will be surprised at the TV programs their students watch. One TWM contributor discovered that her 11th and 12th grade ELA students, male and female, were watching cooking shows such as “Chopped,” “Master Chef,” “Iron Chef,” or “Hell’s Kitchen.” Some kids watch sports-like competitions or even “Jeopardy.”

On a Friday afternoon or perhaps during the last class before a holiday, when attention spans are particularly short, hold a brief discussion with the class on “What are your favorite TV programs?” Have a trusted student take notes or have the class write their favorites on index cards and hand them in. The responses may be surprising.

TWM’s TV Program Worksheet for Homework — Fiction will make it clear that the TV program being watched contains the elements and employs the devices of fiction. See also, TWM’s Movies as Literature Homework Project.

Using TV Program Worksheets for Homework Assignments in History or Social Studies Classes

There are three types of television shows that are useful in history/social studies lesson planning: documentaries, historical fiction, and current events, including news shows. The class can be assigned to watch a documentary type show and to write responses to questions about it. Excellent question prompts can be found at TV Program Worksheet for Homework — Informational Documentary and TV Program Worksheet for Homework — Documentary Designed to Persuade .

Some TV programs are works of historical fiction. In fact, most students, when they get out of school, will not read books of historical analysis. They will obtain most of their knowledge of past events through historical fiction, from television, movies, or novels. Teaching students how to evaluate historical fiction gives them tools for analysis that they can employ their entire adult lives. See also, TWM’s Historical Fiction in Film Homework Project .

Current events or news programing can be useful in several ways. One example is to ask students to compare a current event to past events, e.g., students can be asked to listen to a news broadcast or a documentary on the most recent iteration of the Arab Spring revolutions and write an essay on what relation these events have to another non-violent revolutions such as the independence movement in India led by Mahatma Gandhi or the U.S. Civil Rights Movement led by Dr. Martin Luther King. (For a film detailing the ties between Gandhi and nonviolent mass action across the globe, see Learning Guide to A Force More Powerful .) For a homework worksheet for news or current events programming, click here .

Students complain that school is divorced from their reality. TV programming offers an opening for teachers to create homework assignments in writing that relate to what students do at home. Kids will be more interested in completing these assignments, and they will gain perspective

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Television Production

Television Production prepares students to operate TV cameras, recorders and editors and the associated audio, video, switching and processing equipment. Many students go on to complete their education at a university or specialized technical school following high school graduation. Student leadership and independence are stressed as students employ program proposals, scripts and storyboards to produce and refine professional productions. The four-year program of study includes:

• Digital Visualization
• Video and Media Technology
• Television Production 1
• Television Production 2

Note: Applications for this program are open for rising 9th, 10th, and 11th grade students.

Program Type

Transfer Program – Students participating in this program will transfer to the program location for all courses and activities.  Express Bus Transportation is available to accepted students living outside the program location boundaries through Specialty Program Transportation . 

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Hylton High School

Coordinator: Ms. Terenchin

Telephone:  703-580-4000

Email:   [email protected]  

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Coordinator: Ms. Moore

Telephone:  703-594-3020

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About TV Production

Students will be introduced to basic television production with an emphasis on the short film, news production, and video editing.  The class is designed to hone skills through hands-on classroom instruction that enriches individual artistic visions.  Students will learn the basics of scriptwriting, camera operation in a wide range of settings, and the use of Adobe Premiere Pro software for editing.  The majority of the class will be hands-on activities to reinforce the topics we are covering.  Students will work in teams to accomplish most of the television production assignments.  Much of what the student will learn comes from my direct professional experience in the field of television production.

TV Production is an exciting career with many local job opportunities.  We have the most advanced vocational facilities in Louisiana and students will be part of an exciting TV Production course.  

Students looking forward to careers in broadcasting, technology applications, and even management will benefit from the program.

ABOUT TV PRODUCTION I

This program serves as an introduction to the fast-paced television production industry with an emphasis on pre-production, production, and post-production.  Our students learn skills like scriptwriting, lighting, camera operation, and editing.  

ABOUT TV PRODUCTION II

Students that move into the upper levels of TV Production II will develop skills to become certified in Adobe Premiere Pro CC.

Industry-Based Certifications

Adobe Premiere Pro Certification (TV Production II)

Jumpstart 2.0 Program Information

Arts, A/V Technology, and Communication

Information Technology

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Digital Media and Entertainment

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Eric Crowder

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Additional course information.

Sophomore, Junior, or Senior

Must work well with team members

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Bossier Parish Community College

Students have the opportunity to apply for PLA credit in Digital Video using the IBC Adobe Premiere Pro Version CC 2015 or later at BPCC in the following courses:

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TV Production II

Video Editing

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A 5-Step Guide to Making Your Own Instructional Videos

Replacing your lectures with self-made videos can boost students’ engagement and free you up to work with them directly.

Imagine lecturing to a class in which some of your students are grade levels behind, some are grade levels ahead, some have special needs, and some are absent. It’s pretty hard to do that effectively, isn’t it?

As teachers in a Title I high school, we developed an instructional model built around self-made videos that empowered students at all levels to learn at their own pace and build mastery skill-by-skill. We used these screencast-style videos:

• To replace traditional lecture-style direct instruction, freeing us up to work directly with individual students;
• To give directions for projects and other complex tasks; and
• To provide remediation on skills that students might need to practice.

Now, as founders of The Modern Classrooms Project, we train teachers to create blended learning classrooms of their own. The key is empowering educators to build their own high-quality instructional videos. Unlike externally created videos, these allow teachers to multiply themselves in the classroom without losing their authenticity—they can provide direct instruction via the videos while also circulating around the room, answering questions and guiding students to deeper learning.

Step 1: Chunk Instruction

Great teachers have a lot to say about their subjects. When it comes to video creation, however, time is of the essence. Research on instructional videos shows that learner engagement with videos begins to drop after the 6-minute mark—and it falls dramatically after 9. So it’s essential to chunk instruction such that each video covers a single learning objective or task, and nothing more. Multiple short videos are better than one long video.

For example, this video on inference by middle school English teacher Toni Rose Deanon introduces an important concept, provides several examples, and gives the students a task—all in just over 4 minutes. Her colleague Emily Culp’s video on four-box notes is equally concise, walking students through an example and teaching a note-taking strategy in 3:25. In a world of short attention spans, videos like these make their points clearly and quickly.

Step 2: Build Video-Ready Slides

Studies also show that the best instructional videos are highly focused, use visual cues to highlight key information, and minimize the use of on-screen text. The slides that a teacher would use in a lecture may not work in a video—it’s critical to build a slide deck that is clear, simple, and visually compelling. (We have templates for math/science and English/history .)

In her video on the big bang theory , high school science teacher Moira Mazzi uses compelling visuals and clear annotations to explain a complex idea to her students. This keeps student attention on what Mazzi is saying and gives students an idea of the key terms and ideas they need to record in their notes.

Step 3: Record

There are many tools you can use to create a strong instructional video. Here are a few that can really simplify the process and enhance the quality of the video.

Recording device: Ideally, you have a touch-screen tablet or laptop with a high-quality stylus. This ensures that you can easily annotate visuals and show work. Handwriting also adds a nice personal touch. But if you have a non-touch-screen laptop, or a tablet but no stylus, you can still make your own videos.

Screencasting program: The best programs, like Explain Everything , allow educators to pause and re-record specific segments of their video easily, which removes the pressure of getting a perfect take. Look for a program that has a robust video editor and an embedded annotation tool.

Microphone: This is often forgotten, but it’s really helpful to have a pair of headphones with an external mic—these headphones help you improve the sound quality and ensure that your videos don’t contain background noise.

In this video on digital sound production (note: video is in Spanish), music teacher Zach Diamond uses highlighting, annotating, and a computer screencast to show students how to create their own songs using a program called Soundtrap. The clarity of Diamond’s voice and the video helps students follow along, even with a complex task.

Step 4: Enhance Engagement

Simply sitting and watching videos can lead students to lose focus—the best instructional videos keep them actively engaged. Research shows that when students take notes or answer guided questions while watching, they retain material better than students who watch passively. Embedding questions in your instructional video using programs like Edpuzzle can improve student interaction and provide you with invaluable formative assessment data. Students should think of video-watching as a task they perform actively in order to learn.

In this video on the Pythagorean theorem , math teacher Michael Krell embeds frequent checks for understanding and provides feedback for students who get those checks wrong. Students are free to jump ahead to key points in the video to test their mastery of the material, if they so choose. Krell makes paper copies of the video slides for his students so that they can take notes as they watch.

Step 5: Be Yourself

Perhaps the most important element of a strong video is authenticity. The most effective blended instruction isn’t pretty—it’s personal. Don’t be afraid to make mistakes, and make sure your authentic personality shines through. Research shows that videos in which the instructor speaks in a natural, conversational manner, with an enthusiastic tone, are the most engaging. In our experience, students really appreciate knowing that it’s their actual teacher behind the video.

In this video on states of matter , for instance, middle school science teacher Demi Lager lets her personality shine through. No matter how interested students may be in solids, liquids, and gases, her warm tone and sense of humor are likely to keep them engaged.

Learning to create a high-quality instructional video doesn’t happen overnight—it requires continual trial, error, and innovation. We’ve been recording videos for years, and we still often struggle to be compelling and concise. Yet we keep trying, because we believe that teacher-driven blended instruction is what’s best for our students. So start planning, grab some recording software, be yourself, and have fun!

51 Creative Video Project Ideas for Students (With Templates)

• video project ideas

It’s always a challenge to keep students engaged during classes, especially virtual classes. One of the ways to do this are video projects. Video projects not only make for fun viewing, they also supplement learning. While creating videos with fellow students is a fun activity, it’s not always easy to come up with video project ideas.

So here we bring you some of our favorite creative video project ideas for students. We also share ready-to-use free video templates that you can plug into and start using. Stay tuned till the end and find a bonus section for students on how to make a good video project! Let’s dive in!

A. Video project ideas for elementary students B. Video project ideas for high school students C. Video project ideas for higher education students D. How to make a good video project

Bring your video project ideas to life in minutes

With 3000+ ready-to-use project video templates

A. Video project ideas for elementary students

Video projects for elementary students are mostly a way for the teachers to ensure comprehension and interest in the classroom. These can also be a good tool to make students think about different topics. Let’s check out some video project ideas for this age group:

1. Summarise a lesson

Get your students to summarise history or literature lessons on video. Have students research major figures and events in history and make videos around these concepts. This gives students the chance to learn digital storytelling as well as thoroughly research important historical figures! For example, check out this video sharing the history of television!

Use This Template

2. Share a talent video

Have students share a video performing a talent! They can share singing, dancing, painting, art, baking, playing an instrument or various such videos. This can be a fun activity where students learn more about their peers. For example, check out this music artist launch promotion video that can be used by students to promote their own music videos .

3. Create a book report video

Instead of traditional book reports, get students to create book reports or trailers for various literature projects. These can be a good way to get students curious about concepts you will be teaching them too! Check out this video book report.

4. Celebrate a holiday

Get students to create videos on their traditional or religious holidays. This is a great way to cultivate curiosity, awareness and tolerance for different ethnicities and cultures. Check out this Christmas facts video as an example.

Use This template

5. Create science experiment videos

Encourage students to create their own slides to explain science experiments and their findings. This way, students start thinking of STEM disciplines in a more analytical, hands on manner. Check out the lesson plan presentation below that can be used to document the objectives and findings of such an experiment.

B. Video project ideas for high school students

Video projects for high school students can be a little more advanced as they are in the process of growing their skills and learning more about different subjects.

1. Create a video portfolio

High school is when students start thinking about college applications. This is a great time to start making a portfolio. Teachers can give students the chance to create a portfolio video and share their unique skills and interests. For example, students interested in engineering and STEM can share their coding or science related know-how. Check out this copywriter portfolio as an example.

2. Create a news show

Students need to know current events, both for their school community and for the world around them. Having a school news show is a way to communicate with the school community of students, teachers, staff, and parents. This can be a group effort that helps students learn the value of teamwork and allocation. Check out this newsreel video you can customise to create your own weekly news show.

Use This Template 

3. Make a video tour of an important location

If students visit a place -- on a field trip, on vacation or any time -- they can share their learning experience with others by recording video of it and narrating as they go. (If they're at a museum or other such places, asking permission first is probably a good idea!) If they can't visit it, creating a video slideshow with InVideo is also an option. Get your students to share video projects on important locations as an assignment. These projects can be themed around festivals , cultural concepts and activities too. For example, check out their Halloween cross country tour slideshow.

4. Share practice records

Learning a language, cooking , music or sports require constant practise. To gauge the progress of each student, you can ask them to record themselves learning to play an instrument or speaking a new language. Students can make video projects of themselves learning or mastering a particular song, key phrases and more. For example, check out this violinist’s progress video.

5. Create an ad or a promotional video for school events 

Get students to make an advertisement or a pitch for a school event. This could include a political ad for class president election, a video resume , or an ad for the latest games or tournaments in the school. Students will need to think about the audience they are trying to reach and the length of the advertisement. For example, check out this match poster video.

6. Promote a good cause

Get students to create a video project promoting a cause they believe in. This helps them build their opinions and develop persuasive skills. Students can share this video with everyone, not just the classroom! For example, here’s a video you can customise to debunk myths around a way of life (going vegan in this case).

C. Video project ideas for higher education students

Post high school, it may seem that video projects aren’t that important. But this is the time when students are most focused on improving skills related to their career. Video projects can thus help students showcase their understanding and interest areas, especially to future employers. So let’s check out some video project ideas for these students.

1. Interview interesting people

The people around us and around the world are living history. Their experiences, information, and advice is a treasure trove waiting to be mined. Get your students to interview individuals from their interest areas or in interesting professions. They could be in-person interviews where both parties sit next to each other or they could be virtual interviews, where someone far away records responses to questions. These interviews can act as learning aids, as well as help students connect with people in their future careers. Check out this video interview on how to approach people for their life stories.

Make your own video highlighting interesting interviews by sharing quotes , testimonials, and more. Check out this testimonial video as an example you can use and customise.

2. Teach a concept via videos

Truly understanding something is the ability to teach it to others. Students can make a video where they are recording themselves completing a task on their computer screen or they can make a demonstration video like a coding class. Teachers and professors could then use these videos to help reinforce skills in your class or even flip some of your lessons. For example, check out this video tutorial on note taking apps.

3. Create a self-assessment video

Being able to assess oneself is an extremely important skill that students need to improve themselves. Self assessment empowers students to become better learners. It also allows them to take an active role in their assessment and push for a grade they feel is unfair - a direct correlation to performance reviews at the workplace! Personalise this testimonial video to create your own self assessment video.

4. Create a video presentation for a written assignment

Written assignments are a staple when it comes to college. But only professors and classmates can view these. Instead, creating a short, promotional video on a written assignment is a great way for students to share their work with more people and learn editing skills at the same time. Check out this digital marketing trends video you can use to create your own video presentations .

5. Create a video resume

For most students, the job hunt begins in college itself. A video resume helps highlight key skills as well as share the student’s personality and attitude with employers. Especially when applying to remote or distant positions, a video resume along with a normal resume provides brownie points. Check out this video resume you can use as a blueprint to create your own.

Leverage the power of video to land your dream job!

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6. Create a University promotion video

Universities and colleges need as much promotion as they can get. And who better than students to share their experiences and highlights. Get students to create unique videos with their best anecdotes or areas in the university. This is also a good way to get them to research interesting aspects of college life. Check out the University promotional video and make it your own.

D. BONUS: How To Make A Good Video Project

Your school video project can earn you good grades. It is also an opportunity to showcase your creativity. But how to create the perfect video without any error? Video creation may not be your forte, but you still wish to excel in school video projects, right? No worries!

If you have a school video assignment in hand but don’t know where to begin, read below to learn how to create a video project super easy and quick, without any error and fuss. Now, let’s divide your video project into 5 easy steps.

Step 1: Video topic or idea

If you are working on a school assignment, you probably have a video topic given by your teacher or professor. If you are looking for video topic ideas though, find them here .

Step 2: Plan your video assignment

Planning is super important for your videos. This is when you decide how you want to create your video. Consider whether you want to live record your video or create it online using an app or a tool. An online tool like InVideo offers you pre-created templates that might meet your requirements. This is also a super quick and easy way to make your video from scratch. The first thing you need to do is go to InVideo and login or sign up if you wish to use this tool. Next click on the “Pre Made Templates” Option and select the video dimension you want. Finally, type phrases related to your video in the search bar.

You will now see templates related to your search as you scroll below. Simply select the template you want to use and click on the “Use This Template” button to start editing!

If your video idea is to record an event , but you don’t have a DSLR, camcorder or GoPro, use your own smartphone camera for the school project.

Step 3: Prepare a video script

Now that you know how you will record your video, the next step is creating a script for your video. Here’s a step-by-step guide on script writing you can refer to. 

3 questions to ask yourself before you create your script:

- What is the objective of your video? - How long does your video need to be? - Who is the audience that will watch your video?

Step 4: Shoot your video + audio

Once your script is finalized, it’s time to shoot your video. You also need to make sure that you are recording audio to go with your video. Check out this list of equipment and how you can use it to record video and audio. 

Step 5: Edit your video

As mentioned earlier, one of the most effortless ways you can edit your video is using the free, online InVideo editor . This is simple, easy to use, and does not need you to make any downloads. Here’s how you can edit your video on InVideo.

Step 1: Log in to InVideo . Now click on the “Blank Canvas” option and select the dimension of your video. Next, click the “Make A Video” button.

Step 2: Now click on the “Upload Media” button at the left-hand corner of your screen and upload the video you shot.

Step 3: Double click your uploaded video to add it to the timeline. You will now see a pop-up that asks if you wish to trim your video. You can Trim your video or use the full version. Simply click on the “Done” button once you are finished with your trim.

Step 4: You can now use the controls on the right side of the screen to edit your video further.

Step 5: You can apply filters, create transitions between shots for a seamless flow, add subtitles, or insert a logo to give a personal touch to your school video. Just head to the left side of your screen and select the controls you wish to use.

Step 6: Once you are done with your edits, it’s time to download your video. For this click on the “Download & Share” button on the top right. Now click the “Export” video button.

Step 7: Your video will now start to render. You can download it once it’s complete. You can also directly share the video link or share it on social media using the button provided.

Wrapping up

So these were some video project ideas for students and how you can create your own videos on InVideo. If you’ve found value in this article, and are looking for more video ideas, you also want to check out this guide where we’ve put together 200+ video ideas for businesses and brands that you can take further inspiration from. 

For more quick tips and hacks on editing and creating videos, subscribe to our YouTube Channel . 

This post was written by Upasna and edited by Abhilash from Team InVideo

Let’s create superb videos

Arts, A/V Technology & Communications - Television Production

Television production pathway .

Television production prepares students to operate TV cameras, recorders, and editors as well as the associated audio, video, switching, and processing equipment. Many students go on to complete their studies at a university or specialized technical school following high school graduation. Student leadership and independence are stressed as students employ program proposals, scripts, and storyboards to produce and refine professional productions.

Program Information

Students participating in this program will transfer to the program location for all courses and activities. Express Bus Transportation is available to accepted students living outside the program location boundaries through  Specialty Program Transportation .

Television Production Program Sequencing

Digital Visualization 1

Grade 10 

Video and Media Technology 1

Television and Media Production 1 1

Television and Media Production 2 2

Television and Media Production 3 2

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Teaching Video Production in Schools: Kids & Video Making Go Together Like Peanut Butter & Jelly!

Best of... , Elementary School Curriculum Film Studies , Teaching Video Production

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TEACHING VIDEO PRODUCTION IN SCHOOLS HAS ENORMOUS BENEFITS

Learning to make video is one of the best activities for kids that I know. Having taught both high school and elementary school students TV Production, I can say with certainty that participating in the process of video making builds children up in a wide variety of marvelous ways. What kids gain from video making goes way beyond what one might think. It certainly goes beyond learning skills that can someday earn them a living, although that indeed is one of the benefits. This post is dedicated to the many people who write to me asking questions about school video production classes and how to teach video making to kids.

Video production is, by and large, a group activity. Nothing much gets done if the group can not act as a team! I doubt if anyone who has ever nurtured children would argue with the fact that learning cooperation and teamwork is an incredibly important skill to develop. The younger the better!

Parents often turn to sports for giving teamwork experience to children. I am a big fan of that of course, but video production is another great avenue most folks never consider. Some of my most successful student video producers were kids who were not athletic, so video was one of the few ways for them to succeed on a team!

GOAL SETTING

When making video, the goal of course is to complete a finished show. When I took the kids through the process of deciding what to create, we began with the end goal in mind. What kind of show did they want to make? Funny? Dramatic? Realistic? Fantasty? Decide that first.

Since video making is a process, there are lots of little goals along the way. So when I teach video production, I make sure everyone realizes what small goal we are working on at the moment. Reaching all your small goals one after the other leads to reaching your large goal in the end.

So teaching video production gives kids valuable life experiences like goal setting.

CREATIVE OUTLET & SELF-EXPRESSION

The creative possibilities with video are endless! Kids always blossom when given creative ways to express themselves. With video making, they have the opportunity to get creative on so many levels: writing, acting, lighting, costumes, the list is long.

If they don’t already feel creative, you can show them the process I outline for video storytelling and their creativity confidence will grow by leaps and bounds. More of the process is outlined in this post about my experiences with teaching high school video production .

TECHNICAL EXPERIENCE AND KNOW-HOW

We live in a tech-oriented world. Without a feeling of comfort and familiarity around technology, a person is sunk! Video equipment is a relatively easy way to become familiar with the gadgets and gizmos they will encounter in all phases of life. I do suggest you start slowly though. I personally do not think it’s a good idea to give a 3rd grader a professional video camera or an audio mixer with 125 inputs. Let them learn the basics with SIMPLE equipment; that is technical enough for beginners. You do not want to create a feeling of overwhelming expectation. That can be counterproductive. They will get there eventually, you just need a little patience.

COMPUTER SKILLS

With video editing, kids will learn all kinds of computer skills, many of which can easily be translated into other computer programs. Editing was not something I did with my elementary students, but my high school students sure loved it.

READING AND WRITING SKILLS: Watching TV often gets blamed for lowering literacy. Well, MAKING television instead of just watching does the opposite! As a mommy, I was a HUGE fan of reading over television. As a high school video production teacher, I thought my class probably did more to teach kids reading and writing than just about any other except language classes. Virtually all videos require a script to be written. Often, those scripts need to be read aloud on camera. Reading and writing are integral parts of the process of creating video. So teaching video production is a FUN way of getting kids interested in reading and writing.

FACT-FINDING & RESEARCH SKILLS:

One of the easiest formats of TV show for kids to produce is a “newscast.” Lots of schools have students read the daily announcements for content. That’s easy, but I always felt like we should do better. I was always on the lookout for articles I thought they’d find interesting or amusing. But I didn’t spoon feed them! I had them research online stories then rewrite them into concise news copy. It was a little bit like writing mini term papers. Some in-depth projects they did required multiple sources.

PEOPLE SKILLS AND LEADERSHIP SKILLS

Not only are people skills a large part of the teamwork involved with making video, but people skills also come into play with any video that requires interviewing people or videotaping outside of the classroom. Interviewing was a staple of all my classes. We interviewed each other in introductory lessons. Everybody got a chance to be both the interviewer and the interviewee.

We did some with ourselves as real people. I also let them come up with people they’d like to be and then do the interview pretending they were those people. That was fun! For advanced students, we often had guests come in or a crew would be sent out. This required advanced planning, telephoning, and scheduling.

Then it was necessary for the students to instruct the people on what needed to be done and explain how they are going to go about it. To use a Hollywood term, they were directing! So teaching video production provides great experience to gain leadership skills .

ARTISTIC SKILLS

Many videos require sets to be designed and built, costumes to be designed and made, and artwork or logos to be designed and made. Lighting, writing, and characterization also require artistic skills.

Teaching video production is a fun way for kids to get artistic and explore different ways to create something out of nothing. You’ll see in the video how we used plastic crates doomed for the trash as boats!

POISE IN PUBLIC SPEAKING

As an adult professional, I believe there are few skills as beneficial as poise. Even if one never gets on stage in front of an audience, what about all the job interviews and other instances where it pays to have poise? Teaching video production is a great way for them to gain poise and become confident presenting themselves.

Interacting with confidence and style helps no matter what field you’re in. Being on-camera develops these skills probably better than anything. Not that you can assume your little stars won’t ever be criticized. That happens! As teacher, I helped them deal with it. I helped them realize that they could NEVER satisfy everybody, nor could they ever be perfect. IMHO, learning those simple lessons is a huge leap in maturing into an adult. So teaching video production includes those kind of valuable life lessons as well.

BENEFITS OF TEACHING VIDEO PRODUCTION ARE INCREDIBLE

So many of my students gained remarkably by learning to make videos. It was very gratifying to watch them mature, gain confidence and grow. Some students went from being shy, insecure nobodies to becoming studs on campus because their videos were so popular!

Another aspect I loved about teaching video production was that many of these students were not successful with regular school work, but they shone bright as gold in my class!

When you take a kid who has been labeled “special needs” by the system (which translates into the horribly insulting “retarded” to other students) it was was nothing short of a miracle to see them thrive as video makers. And thrive they did. I saw multiple cases of total renewal. Kids who absolutely HATED school loved video class. It even kept a few from dropping out. Video Production was a class loved by virtually everybody. It appealed to kids of all types.

Now occasionally, I would hear an adult say something cynical like: “Teaching video production in school? Too much TV is the problem! Isn’t school supposed to keep them away from TV?” Although I understood what they meant, I had to explain that MAKING TV and WATCHING TV are two separate things! Making TV is one of the most beneficial tasks you can teach a kid IMHO! Not just for the reasons outlined above. I also taught them to be critical evaluators of everything they saw. If they are going to be bombarded by TV, isn’t it a good idea to make sure they aren’t bamboozled by it?

PERSPECTIVE ON THE WORLD AROUND THEM

One of my favorite assignments was to show them old videos like Martha Rae or Rosemary Clooney singing on The Red Skelton Show. Then I’d have them do a compare and contrast with any modern day singer. It didn’t take a genius to realize the old gals wore more clothes and actually knew how to sing! How’s that for a history lesson?

I actually had them watch lots of old shows. I thought this gave them a perspective on the world and showed them life could be very different from what they personally experienced.

In summary, I think teaching video production has enormous benefits, and I am grateful to have had the opportunity. So teach your kids video production today!

Thanks for reading Video Production Tips .

Lorraine Grula

FOOD FOR THOUGHT  

• Name 3 benefits of elementary school children learning to make original videos.
• What skills do students gain from learning to produce professional quality videos?
• How does experience producing video help students gain leadership skills?

classroom video production, high school students make video, high school video curriculum, high school video production, student video production, teaching kids to make video, teaching kids video production, teaching video production, video production classes high school, video production elementary school, video production school

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It was well worth my time to watch this. Helpful if you have children interested in video.

Thanks Susan. I appreciate your comment. I see video making as having many similarities to recreational sports and other wholesome activiites for kids. It provides avenues for creativity, self-expression along with team building. That is a unique combination that’s good all around!

Thanks Lorraine. There were so many good things in your post and video that I can use for our kids at church. I’m excited about it and they are looking forward to it.

I am so glad to hear that! Thanks for letting me know.

I work in an elementary school. My principal and I are looking to start a video production initiative. Initially we wanted to go with Padcaster Studio. However our district requires that we submit two other quotes from companies with similar products. Are there any companies you can recommend that sell the following: a camera that can record video OR a case that can hold an iPad(and be connected to a tripod), a tripod, unidirectional microphone kit, stick microphone kit, lavalier mic kit, stereo headphones, dual mic/headphone splitter, portable green screen, teleprompter that would connect to camera OR iPad, macro and telephoto lenses for iPad or camera.

Hi Brandon. Hooray for starting a video class for the grade school. The kids will love it! I used to have to give the school system 3 bids too. We always ended up using B&H photo for almost everything we bought because they always have good prices and they carry absolutely everything. So the first place I always checked was B&H Photo. Sometimes, schools can pick up used equipment from a local church or business wanted to upgrade. I hope this helps. Good luck with your project!

Ten Engaging Video Assignments to Get Your Students Talking

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In the classroom, video means instant engagement, and making video is an increasingly important skill for youngsters to develop. We’ve put together ten exciting assignment ideas that will help elementary and middle school teachers get their students making great video! Parents, feel free to steal these ideas for rainy weekends, too.

Make Video Really Easy For All Students

Not all students will be able to access their own camera equipment. This could be due to their families’ budgets, their age, parental permissions, or some may be a little too shy to be on camera.

Remove obstacles by creating groups to work on each project, and consider setting up a couple different “studios” in the classroom. Then, come up with fun and quiet assignments that groups not actively filming can tackle, like script writing or prop-making, while others get their turn in front of the camera.

An in-class studio could be as simple as a backdrop with a tripod, or more complex depending on your school’s resources and the space you have to work with. If you are able to setup a couple different studios, more than one group could be creating videos at the same time, and, no one will be left out if they can’t get the right equipment.

Basic video equipment is really inexpensive in this day and age, especially for this type of kid-friendly production. A low-cost video camcorder from Amazon would likely suffice, and simple tripods are usually under $50. If you aren’t in a position to purchase equipment, you can always use a smartphone or tablet with a mini-tripod or similar stand, or a laptop with a built-in camera.

Editing the final video together might not be required for all of these project ideas, but it makes sense to check on the availability of video editing programs on school computers to see if it might be possible. iMovie or Windows Movie Maker are both free and easy to use. That way, any particularly inspired students can take their project to the next level if they’d like.

Video Assignments for Elementary School Students

1. task: make a short video reviewing your favorite book..

Objective: Students should record themselves giving a synopsis of the book and sharing what they enjoy about it. Using age-appropriate props, younger children can shoot a scene from the book; older children can direct a scene featuring their friends.

In addition to putting thoughts together coherently, and learning how to write for film (for older students), this task will enable children to be comfortable in front of and behind the camera, and encourage collaborative group work.

2. Task: Make a commercial.

Objective: Take an everyday object – an apple, pen, table, lunchbox – and ask students to make a commercial trying to sell it. They should put together a script, create a jingle, and design a brand logo as well as filming the advert.

Depending on the age of your students, they could work together. Ask each member of the group to take responsibility for a different element of the video. This is an effective task at showing students the power of persuasive writing, and how to work effectively in a team, as well as the objective behind advertising.

3. Task: Create a video tour of the school for new students.

Objective: Pupils can share their school experience with new students by recording and narrating it. They should interview teachers and other students, as well as showing their classmates using the school’s facilities (outdoor play area, pool, computer room). In addition to learning filming and editing skills, this task enables students to hone interviewing and communication skills.

4. Task: Exchange video messages with other schools.

Objective: Students from a partnering elementary school exchange short videos with your class that explain what life is like at their school, or another agreed-upon topic. The idea would be to generate interest in another culture, or to introduce students from a far-flung part of the USA. Not only would this type of exchange expand their horizons, but it would help develop their story-telling abilities, too.

5. Task: Explain how to make your favorite food.

Objective: Have students make a short video about their favorite food, or a special family recipe. Use creativity for those who aren’t able to do any filming at home. For instance, have them bring in some of their favorite food to share, or use animated pictures instead of actual footage.

As an alternative, assign students to different meal groups, like breakfast, lunch, and dinner. Then, have them work on the assignment in teams. This assignment will help students get to know and appreciate other food cultures, while also having a really fun time.

Video Assignments for Middle School Students

6. task: create vocabulary vines..

Objective: Show a word on paper (perhaps a student could be filmed writing it), then record a visual representation of the term. Each short video should be shared with the whole class so students can easily access them. This is also a great exercise for foreign language classes.

Although Vine may no longer exist as a platform, short videos are still a great way to promote learning.

7. Task: Make a two-minute video assignment about your hobby.

Objective: The student will learn to operate a video camera (or the video function on their smartphone or tablet), grab copyright free clips from the web, and edit footage.

Part of the challenge will be to adhere to the two-minute time limit. Older students can be taught how to use industry-standard editing software. Whatever level they are at, students will respond positively to being given free rein to get creative and produce original content about a topic that interests them.

8. Task: Create a video dialogue with a famous historical character.

Objective: Using the split screen effect, the student should record themselves in conversation with someone the class has been studying in history. They will enjoy dressing up and getting into character for this task!

This video assignment challenges the student to demonstrate a deep understanding of the psyche and motivations of an historical personage. Note: this assignment also works well as a conversation between the student and a character from the book the class are studying.

9. Task: Film your science lab project.

Objective: Film a project from start to end, hypothesis to conclusion. Students should show footage of the experiment being set up, carried out, and concluded. They should add a voiceover explaining what’s happening and why in each shot.

This assignment is two-fold. In addition to demonstrating their understanding of the relevant scientific principles, students will hone their filming and editing skills.

10. Task: Give your own TED Talk.

Objective: Show students an age-appropriate TED Talk that’s relevant to a topic they’re studying in your class. They should use it as a basis to put together their own presentation on that subject area. Encourage them to use visual aids and to adapt an engaging mode of presenting, just like the TED speakers. A cameo from friends, family members, or even pets makes for a great video!

For demonstrating to students that a ‘talk’ is more than just talking, we recommend showing them the following TED videos: The Shared Experience of Absurdity, The New Bionics that Let Us Run, Climb and Dance, and Einstein the Parrot.

Secure Sharing

For sharing the video, it’s important to be sensitive to the privacy of the children participating. Consider sharing the video with a password or with login protection to make sure only the participants, or their parents, can view it.

Make sure you can track viewers at a very granular level. For instance, video engagement metrics enable you to check that only approved viewers are accessing your content.

If you need a website for sharing your students’ videos, we even have that covered. Each SproutVideo account comes with a customizable video website that you can configure to your specifications.

With SproutVideo, you’ll get the best live and on-demand video hosting platform for business. Start your free 30-day trial today and get unlimited access to all our features.

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Movie Interviews

A new documentary follows hundreds of high school girls forming a mock government.

Ayesha Rascoe

NPR's Ayesha Rascoe speaks with Amanda McBaine and Jess Moss about their new documentary, "Girls State." It follows a program in which hundreds of high school girls form a mock government.

AYESHA RASCOE, HOST:

The documentary "Girls State" follows hundreds of high school girls as they participate in a weeklong program building a government. If that sounds familiar, it may be because it's a follow-up to "Boys State," which won the grand jury prize at Sundance in 2020.

(SOUNDBITE OF FILM, "GIRLS STATE")

UNIDENTIFIED PERSON: I think boys feel like they can speak louder about politics because I think women - often when we start talking politics, we get shut down. I think we're just less respected. So you know, by the time we're 17, we're already socialized to stop talking about it, but we do have strong views about politics.

RASCOE: Directors Amanda McBaine and Jesse Moss filmed "Girls State" in Missouri in the summer of 2022, just before the U.S. Supreme Court overturned Roe v. Wade, and they join us now. Welcome to the program.

JESSE MOSS: Hi.

AMANDA MCBAINE: Hi. Glad to be here.

RASCOE: "Girls State" happens all over the country. Why did you two choose Missouri? And I guess we'll start with Amanda.

MCBAINE: So we shot "Boys State" in Texas, but we knew we wanted to get out of Texas. But we also needed a program that was big because democracy gets messier the more people who have to - who are involved. So Missouri had interesting, complicated politics and a giant program of 600 girls.

RASCOE: And you filmed this days after the leak of the opinion on the Dobbs decision, the case that removed federal protections for abortion. How did that show up in the conversations the girls were having?

MOSS: We knew that abortion was on the minds of these young women. Girls State Missouri has a Supreme Court, too, and we were curious to see if the girls would argue an abortion case. So it was on their minds. The Dobbs leak really just supercharged the proceedings, and actually, the girls initially were held back by the program and a little bit tentative to get into wrestling with abortion. But slowly in the film, you see they do get into it, and ultimately, the court hears a really interesting case around privacy.

RASCOE: I mean, it seems like even among the really civic-minded girls who participate in Girls State, it took a while for the actual kind of politicking to get started. Did that surprise you?

MOSS: It did surprise us. What we found at Boys State in Texas, it was like running of the bulls. The moment the program started, the boys just dived into it. And Girls State, there was a lot of what the girls call fluff. It was sort of like traditional camp activities, and it took about three days before, really, the training wheels came off the bike and the girls were able to build their government.

And in some ways, the program is kind of old-fashioned, and you see the girls are really bristling. And once they dive in, it gets really interesting, and we were curious to see how girls do politics differently. Would they do it differently? The boys' program in Texas was so tribal. There were dirty tricks, and we didn't know what we would find.

MCBAINE: I maybe was a little less surprised by what I saw than Jesse, and I think that might be because I'm a woman. I knew that girls have been socialized to be more polite, and I think that's part of what the initial caution was in going to talk about the meat-and-potato issues in politics. Part of it was programmatic. Part of it was internalized sort of truly sexism that's baked into the system. And I think part of that is being very, very hard on yourself.

In terms of likeability, what's an interesting question is that these are - part of the old-fashioned part of this program is that they're gender segregated, so it is an all-female space. And like - the likeability question is a little different in an all-female space than, say, a co-ed space. I'd love to see if a girl can win in a People State session, which will happen someday if some state will merge their programs. And can a woman win in that space? And those dynamics would very much mirror the adult state and what female politicians grapple with.

RASCOE: A point of tension in the film is, like, these differences between Girls State and Boys State, and something that the girls expressed in the in the film was their frustration with, like, the dress code. And there was, like, a buddy system that the girls had to use when they walked around campus. And the boys don't have to, you know, have some of those restrictions. Can you talk about that?

MOSS: We did not set out to pair the programs. We very much wanted to give Girls State its due. It's actually girls who drive the conversation. And because the programs are being held on the same campus at the same time, the girls look over and see how the boys are doing things, and they're frustrated because the boys are going faster. They have more resources. They don't have the same rules and restrictions around what they can wear and how they can walk around campus. Girls have to have a buddy. Girls have to wear tops with shoulder straps that are not too narrow.

But more fundamentally, the boys are getting into it politically, and actually, the girls begin to question that. They challenge their counselors, and one of our protagonists, Emily, begins to investigate. She writes an article for her Girls State newspaper that explores the disparities of funding that exists between the two programs, which is actually quite shocking. The boys have more financial resources to run their weeklong session than the girls do.

RASCOE: These are teenagers that are talking on camera about issues, and because they're teens, they may have very different opinions and convictions when they're older and have seen more of the world. So how do you, as documentarians, approach that? What responsibility do you have, you know, not just to these girls but to the women that they'll become?

MCBAINE: It's a great question and one we think about a lot. And I'd say that that really starts with casting. It's really important to find the right people that we're going to go on this journey with. In the five months leading up to the kids going to Girls State, we talked to hundreds and hundreds of kids.

But to find the right people who have a confidence in who they are and what they think and how they think and then also an emotional confidence, frankly. Like, a maturity to be able to look in the mirror at that age, you know, is a certain somebody. And then to go on a journey with filmmakers is another somebody, and we need them to be both those things. So I think also just caring for them on a parental level - and again, I think that's where our skills as parents, I guess, of teenagers ourselves come into play.

RASCOE: What do you want the audience to take from both of these documentaries when thinking about teenagers and politics and how they grapple with issues?

MOSS: Well, I think we're all curious about our future as a democracy. And I think these programs and these films are really tests of the proposition that we can find a kind of common ground and confront the existential problems that we have in our world and in our country. And we see, in both "Boys State" and "Girls State," people actually trying to do politics in a healthier way than they do in the adult state. They look to listen. They look to build connections and find common ground, even around these divisive issues. They're also not naive. They're actually really smart and sophisticated about the world they're sailing into, and yet they are not daunted. They are not cynical. They are really hopeful.

RASCOE: That's Jesse Moss and Amanda McBaine. They are the directors for "Girls State," now out on Apple TV+. Thank you so much for speaking with us.

MOSS: Thank you guys. Thank you so much.

MCBAINE: Thank you so much.

(SOUNDBITE OF MUSIC)

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