the art of the real
The information below will give you some sense of the reading, writing, and creative work you will be engaged with during this portion of the semester. There will be variations among each individual course section, so see your instructor for detailed daily schedule, activities, deadlines, etc.
learning goals :: activities
Video as a research tool: searching and exploring, hunting and gathering. The art of the interview. Making direct contact with your subject. Improvisation (being prepared, but thinking on your feet) and rehearsal (rough cuts and multiple drafts). Rehearsing effective creative video production: pre-production (reflecting, brainstorming, and research), production (conceptualizing, storyboards, shot lists, shooting footage), post-production (logging raw footage, paper edits, rough cuts), and presentation (critique, analysis, more reflection, finding an audience).
available via the campus library electronic reserves
“Writing a Documentary”, Barry Hampe
“Making Analogs of Reality”, Barry Hampe
“Visual Evidence”, Barry Hampe
“Recording Visual Evidence”, Barry Hampe
“The Documentary Interview”, Barry Hampe
“Reassemblage”, Barry Hampe
“Sound in the Cinema”, David Boardwell
“Editing with Sound”, Russell Evans
Directed writing assignments will focus on the idea of creative inquiry and method, and will revolve around a four-stage video production process. Section instructors will rely heavily on a common production journaling template to assign specific writing prompts.
Longer, more complex, more intentional.
the art of the real
Research and document someone, someplace, and/or something that you know very little about.
Select a person and/or topic that you find intriguing and interesting, but that you don’t know a lot about. Try to find something in the midst of your everyday life. Would you like to learn more about the Food Co-op you just joined? Ever thought about joining a student club? Ever wonder what its like to work at an all-night diner or be a driver’s ed instructor? Or maybe there’s a particular teacher you admire but don’t know very well?
Spend a few days paying attention to people you see regularly, places you frequent, organizations that interest you; be aware of the people, activities, and situations that cross your path everyday. What do you find curious, intriguing, seductive, inspiring? What are the things you would like to learn more about or understand better? Take notes. Make lists.
Select a subject.
Restriction: The subject you select must involve interacting with and documenting another person. It cannot be someone you already know extremely well (not your roommate, your cousin, or your mother).
You will need to research your subject, think carefully about why it interests you and what you want to learn, engage and interact with your subject, collect data, organize your findings, then synthesize your raw materials into a 3-5 minute video that is engaging and communicates your interests and findings clearly.
Students will view and respond to each other’s work.
Section instructors will assign readings and directed writing prompts, screen examples, and generate discussions in class that will help students explore, learn, and discover. They will also provide specific information on due dates, etc.
This project will give students an opportunity to experience a more intentional approach to video production, and to think more carefully and ambitously about how to construct a narrative in a time-based medium. It will give them direct experience with a model of creative inquiry, and provide an example of how video can be as a tool for social engagement and research.
assessment :: grading rubric
Here is the grading rubric template for this module. As usual, students should consult with their section instructor for specific details, and the assigned grade will reflect an assessment of all components of coursework: electronic journal, finished videos, and classroom participation (including personal skills).