Narrative drama series and social media content: vlogs as a performance tool in the English language classroom
By Scott Granville
The intersection between dramatic video and social content creation presents an interesting opportunity in the English language learning context. Motivating teenage and adult students through mediums they are both familiar with, and engage with on a regular basis as a form of entertainment and communication, can be exploited through a range of purposeful lessons and activities.
In this instance we look at how vlogs (video blogs) can be presented as a speaking task to encourage learners to produce their own creative content in a fun, controlled, and low-stakes way.
What is a vlog?
Video blogs as a vehicle for sharing personal news and updates are generally presented in short audio-visual bites of content (under 2 minutes) which appeal as a manageable task type for speaking activities.
Expected outcome/output
Learners produce a short 1-2 minute vlog ‘performing’ as a character from a TV series or (short) film. The task is completed as a follow-up/extension activity after a 60-minute live lesson (described below).
Background
Finding suitable narrative, fictional content for the purposes of English language teaching and learning can be time-consuming. For the lesson here to work most effectively in the timeframe provided, the selected video content should not exceed 8-10 minutes.
As a shameless plug, saving you (the teacher) valuable time is the solution Chasing Time English content offers with our drama series and resources.
Before the lesson (preparation)
1. Identify a key moment or interaction from the selected episode/short film featuring one or more of the main characters to use as a focal point.
2. Make a note of the characters, words and actions that make the interaction interesting. For additional preparation, create a description and recognisable traits/emotions demonstrated by the characters throughout the episode/short film.
During the lesson
1. Introduce the activity by outlining the expected outcome (vlog) and the steps that will be taken to achieve it (watch, discuss, present).
2. Watch the episode/short film from beginning to end. Students should make a record of main characters and features/traits while watching. This can be delivered as a prepared worksheet or as an informal notetaking step depending on the class level/needs.
3. Students work in pairs to discuss their findings and build character profiles.
4. Present the key moment (identified before the lesson) and play it at least twice. Students consider how the character(s) felt before, during, and after the interaction.
5. Students work in pairs to expand on their character profile based on the key moment.
At this point in the lesson, students will be familiar with the narrative and have a firm understanding of the main characters and their motivation(s).
6. Set the final task (to be completed outside class time) – students will take on the role of one of the characters from the key moment and record their reaction to the incident in the form of a vlog. It is useful at this stage to show an example of a vlog to demonstrate use of emotion/action. Depending on how much time remains in the lesson, you can assist students with their preparation.
After the lesson (out-of-class task)
1. Students use their notes and ideas to record a short vlog entry on their phone/device. The finished content can be delivered to the teacher via the usual file sharing outlet.
Follow-up
It is important that learners are encouraged to be expressive and creative in their responses. A feature of using a vlog in this capacity is that students have time outside of the classroom environment to try different delivery techniques without fear of judgement. It also allows you, as the educator, to decide how to utilise the finished work. Some students may be happy for their vlog to be shown to the wider class group, for more hesitant students they can be assured that only you, as the teacher, will be the audience.