Week 1 (Aug. 29, 2017) – LINK Classroom 1
Introduction to Advanced Multimedia Production (AMP)
• Who's AMP'd?:
Our class is focused on telling short documentary stories on current issues as told through the lens of Triangle community members.
Students will identify and interview individuals in our community making progress for the greater good. To start, let's get to know each other.
Interview each other with the following questions. Take notes on the whiteboard. Creative representation is encouraged. Have fun!
Why did you take this class?
Where do you find great stories?
Who are community members you admire?
List four themes are you most interested in producing stories about. Potential themes include: environment, identity, science/medicine, poverty, education, mental illness, food, healthcare, arts/culture/music/dance, and technology.
Are there others you'd like to include?
What motivated you to choose these four in particular?
What types of people/places in our community would you like to learn more about when it comes to these issues?
• Skills Survey (Professors will review these skill surveys to determine teams):
We will fill out a Skills Survey in class and discuss the topics below:
What production skills do you have experience in? (cameras, audio, lights, editing, graphics)
What production skills do you want to develop in this course?
Do you have a car or another means of transportation?
• In-class discussion: Throughout the semester students will produce two feature stories in assigned rotating teams.
We will discuss assignments, reflection papers, evaluations and expectations, required hard drives, the Resources page (including equipment checkout and editing systems), Guacamole Red Carpet Premieres, and the class website.
Our class is focused on telling short documentary stories on current issues as told through the lens of Triangle community members.
Students will identify and interview individuals in our community making progress for the greater good. To start, let's get to know each other.
Interview each other with the following questions. Take notes on the whiteboard. Creative representation is encouraged. Have fun!
Why did you take this class?
Where do you find great stories?
Who are community members you admire?
List four themes are you most interested in producing stories about. Potential themes include: environment, identity, science/medicine, poverty, education, mental illness, food, healthcare, arts/culture/music/dance, and technology.
Are there others you'd like to include?
What motivated you to choose these four in particular?
What types of people/places in our community would you like to learn more about when it comes to these issues?
• Skills Survey (Professors will review these skill surveys to determine teams):
We will fill out a Skills Survey in class and discuss the topics below:
What production skills do you have experience in? (cameras, audio, lights, editing, graphics)
What production skills do you want to develop in this course?
Do you have a car or another means of transportation?
• In-class discussion: Throughout the semester students will produce two feature stories in assigned rotating teams.
We will discuss assignments, reflection papers, evaluations and expectations, required hard drives, the Resources page (including equipment checkout and editing systems), Guacamole Red Carpet Premieres, and the class website.
Read, Watch and Write.
• Reading #1: Before you run out with a camera to start documenting your first story, you'll need a baseline level of shooting knowledge. The Bare Bones Camera Course for Film and Video makes complicated shooting concepts easy to grasp. It uses clear language and more than 150 illustrations to explain exposure, lenses, composition, basic sequences, crossing the line, lighting and more. When you finish this book, you will understand how to shoot footage that will edit together seamlessly. Be sure to get the 3rd Edition, which features chapters on sound and editing, Students should read chapters 1 and 2 (Basics and Composition) before week 2.
(We scanned the first two chapters of the Bare Bones book so those that have not yet purchased the book will not miss these readings. Please download chapters 1 and 2 here and include in your first reflections. Please purchase The Bare Bones Camera Course for Film and Video by Tom Schroeppel. Future chapters will not be scanned.)
• Reading #2: Adeshina Emmanuel and Justin Ray's "Top journalists reveal the best reporting advice they have received"
• Reading #3: Review the Resources page.
• Viewings: Students should watch Ira Glass on Storytelling: Parts 1-4, below.
(We scanned the first two chapters of the Bare Bones book so those that have not yet purchased the book will not miss these readings. Please download chapters 1 and 2 here and include in your first reflections. Please purchase The Bare Bones Camera Course for Film and Video by Tom Schroeppel. Future chapters will not be scanned.)
• Reading #2: Adeshina Emmanuel and Justin Ray's "Top journalists reveal the best reporting advice they have received"
• Reading #3: Review the Resources page.
• Viewings: Students should watch Ira Glass on Storytelling: Parts 1-4, below.
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• Reflections:
Write a first-person response (what did the readings/viewings mean to you, what did you get out of it, and how does it relate to issues the class has discussed or experiences in the your life, etc.). Ask questions based on the readings/viewings (questions could be about something you did not understand, issues you believe were not addressed, or anything else you were curious about while reading or watching).
• Deadline: Submit reflections using the form below by 12pm Sunday, September 3rd.
REMINDER: 25% of your final grade will be based on class participation and reflection papers. See Reflection Papers under grading on the overview page for an exposition of this assignment.
We'll see you on September 5th for Week 2 – Pitch 101 + Production Lab