| Abstract: | ABSTRACT: The production of a documentary video in a graduate seminar offers advantages over the traditional term paper. These advantages derive from the nature of the videotape medium. The most distinct difference between a written document and a video production is the use of the video camera to record events. In using the camera, the student is required to become involved both in front of the video camera, for example, as an interviewer, and behind the camera as a camera operator. Next, as an editor, the student is required to review the events that she/he has taped for inclusion in the final product. By participating in these three roles, the student has the opportunity to learn interviewing skills while interacting with professionals in the field, to learn videotaping skills, and to see him/herself as he/she appears to others. The student can use the video feedback to improve his/her professional presentation; posture, dress, gestures, speech, and facial expressions all have an impact on how we are perceived by others. Additionally, the painstaking process of reviewing the taped material leads to an intimate knowledge of the topic, and the process of choosing portions out of entire interviews hones the ability to select the crucial or central themes and ideas from any discussion. Finally, the power of video lies in its ability to communicate information to a wide audience. Although the nature of video for the general public does not permit highly detailed or rigorous coverage of any topic, it is a major source of information. Accordingly, video is an important tool that can be used to inform the public about the importance of wise water resource management. |
