Critics and Videographers are reluctant to provide a definition of the Video Essay; for fear that a strict set of guidelines will set limitations on the emerging use of this format. While some of its most common applications are critical analysis of a film or popular media topic, the video essay has quickly become a prevalent medium for critical thinking across a wide array of subject matter.

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There are several commonalities amongst these audiovisual equivalents to the written essay. First, they reside on the internet. Because these videos use the web as their primary vehicle of transmission; they are brief, spanning only three or four minutes in time duration...any longer and the audience tends to lose interest. Video essays that efficiently illustrate their point tend to gain more attention during their relatively short life span.

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Next, most video essays use a rhetorical style. Those of us that feel it necessary to comment on or “like” everything we like on the web, might be missing the point of this growing medium. It is the intention of the creator to get us to think critically about their position. Taking pause to consider the artists perspective will bring far more value to the viewer than a knee-jerk reaction to the premise.

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Finally, all good video production starts with good writing. The video essay does not replace the written essay; it simply alters the delivery of its content. At the very foundation of every quality video essay are words, organized on paper to provide a thoughtful critical analysis of the subject matter.

 

The following are a variety of video essays created by Lincoln High School’s Advanced Media Arts students. We hope you enjoy them. Thank you for watching.