I’m paraphrasing here but the gist was:
“After all those lectures on remix and media literacy, my students made a video that didn’t say much of anything. What do I do?”
1. Remix is like a thesis. You’re just writing with video instead of words. So encouraging students to start out with a clear statement and then find the images to prove it will be key to the remix’s success. The clearer the statement, the more likely you’ll be able to find pop-culture evidence to support it.
But a caution: if your thesis is, for example, that men are just as hurt by stereotypical Hollywood characters as women, then editing together a bunch of sexist one-liners from bro-mances that illustrate how crass and typically “male” these characters are would not be the way to do it. Remember, you don’t want to feed into and perpetuate the stereotype, you want to shed light on it and then show how how to fix it.
Instead, use those crass one-liners as a starting point and include clips of men responding with justified outrage. Maybe even add in the classic, “you just don’t get it, do you?”. Here are variety to choose from.
Suddenly you’ve created a situation where men are calling out other men on their misogyny and you’ve proved not only that men are oppressed by the stereotype but also how to break it.
2. If your students still aren’t saying much of anything, it’s kind of OK. They understand the importance of remix. They tried making one themselves. Most importantly, they overcame the highs and lows of the creative process. They’ve authored something. Whether it’s good or not is secondary.
So it sucks? Most videos/art works/movies/tv shows do. The important thing is that they’ve tried their hand at it and, hopefully, have a new appreciation for creators.
Bottom line: It’s easy to be a critic. It’s hard to create. Lesson learned.