Video Justification
When looking back on the class and trying to decide what our video should be about, we decided that it would be most effective to include the five takeaways from the class. These five takeaways include terms that were important in-class discussion, but also emphasize our interactions with classmates and nature. We included things we learned in the classroom, but also real-life experiences that added to the classroom such as the privilege of being taught by Dr. Williams, learning not to use the word “very”, and the fact that the Fort Worth Nature Center has alligators. When looking back, these experiences were just as important to the in-class learning to our own growth and development as environmentalists and writers.
Furthermore, our group also decided to ask students on TCU’s campus a series of questions that connect with class concepts. The goal of this experiment was to assess the knowledge of students regarding environmental and literary issues, as well as to test their awareness levels on various subjects we discussed in class. To lighten the mood of the video, we decided to ask difficult questions, oftentimes definition-based, that we knew students would most likely not know the answers. We filmed each response from our interviewees and compiled the clips into the video we will be presenting to the class.
The overall purpose of this video serves to prove that most students on TCU’s campus are environmentally ignorant and are unaware of many of the literary elements and critics we discussed throughout the semester. The goal we set out to achieve was to enlighten the public on key issues in nature writing and exploit how uneducated they are on these topics, to hopefully allow them to gain awareness on these subjects.
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