{"id":2247,"date":"2016-12-19T22:29:10","date_gmt":"2016-12-20T02:29:10","guid":{"rendered":"http:\/\/www.mrclapper.com\/blog2\/?p=2247"},"modified":"2016-12-21T08:19:44","modified_gmt":"2016-12-21T12:19:44","slug":"curmudgeonly","status":"publish","type":"post","link":"https:\/\/www.mrclapper.com\/blog2\/?p=2247","title":{"rendered":"Curmudgeonly"},"content":{"rendered":"

We have definitely reached the point of the CSpan project<\/a> where it’s just hard work. The kids are slowly synthesizing their research, they’re slowly composing a script, and they’re trying to begin thinking in concrete ways about what will be in on the screen of their videos. This is the not fun, grind of the project work. <\/p>\n

One of my jobs, along with coaching and cheerleading, is to identify false leads, places where students are falling into unproductive traps. Tomorrow I’m going to talk about improvisation — many kids want to try and improvise their way through the film-making process — but today I want to start at the end and work backwards. And I wanted to build on my own feeling approaching the week before the holiday break: I’m feeling like a curmudgeon. I’m not the only one, either. <\/p>\n

So the goal was to try and channel some of that bitterness to think about how a curmudgeon, a hater, an avowed critic, might respond to their film when it’s complete. In developing strategies to respond to a curmudgeon, I’m hoping they (unintentionally?) come up with ways of improving their film. <\/p>\n

I asked student to write about both the content of their film and the technical aspects. Some of their strategies were genius and offered good starting points for others who were stuck. And, as with most things, a road map was provided even if they don’t choose to follow it. <\/p>\n

Example
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