Framing the Video Essay as Argument
The Cinema Journal Teaching Dossier
When first incorporating video essays into my classes, I struggled to conceptualize what role the video essay would play in my teaching. How do I justify assigning a video essay to students and colleagues? How do I teach or coach video essays for my students? How can I teach the video essay in a way that is just as rigorous as a written essay? And how do these questions fit together? Are my answers consistent? Do they contradict each other? In pursuit of answers to these questions, I have borrowed concepts from Internet studies, communication, rhetoric, and composition, which have helped create a framework for teaching video essays. While the other essays in this collection offer specific recommendations about how to teach students production skills or how to grade video essays, here I aim to offer an overarching framework that brings each piece together—whether the assignment is a vlog in an introductory media class or a video game walk-through in a new media class. I begin by detailing the “video essay as argument” framework, then describe one of my video essay assignments utilizing this frame, and lastly identify the advantages this framework offers.
Hinck, A. (2013). Framing the video essay as argument. The Cinema Journal Teaching Dossier, 1(2). Retrieved from http://www.teachingmedia.org/framing-the-video-essay-as-argument/