Week 4 (MON. Jan. 28th, 2019) – OLD CHEM 201
Edit Lab + Story Pitch
• In-class discussion:
Discuss readings, viewings, and reflection papers.
Discuss Story Roles and Responsibilities and any questions regarding your forthcoming Rough Cut.
• In-class activity #1:
Each student comes prepared to pitch one story idea.
Your pitch should follow these guidelines:
Theme: Identify a story that fits with one of the four themes of the semester (identified in week 1: Identity, Politics, Mental Health, Arts & Culture)
Platform: Identify a specific media platform for your story (NPR, Vice, BuzzFeed, etc.)
Title: The title should grab the class' attention!
Length: One-two paragraphs. Keep it pithy and on point.
Character: Identify a possible character to carry the story.
Arc: Share a possible story arc, including visuals you'd want to capture. Describe how you envision the story playing out.
Story Aspirations: Identify how your story can connect with one or more of the following storytelling devices: transformation, identity, nostalgia, beauty and authenticity.
Please note: Do not pitch a story unless you have contacted the subjects and confirmed their interest in participating. You will have <5 minutes to present your pitch to the class next week.
Discuss readings, viewings, and reflection papers.
Discuss Story Roles and Responsibilities and any questions regarding your forthcoming Rough Cut.
• In-class activity #1:
Each student comes prepared to pitch one story idea.
Your pitch should follow these guidelines:
Theme: Identify a story that fits with one of the four themes of the semester (identified in week 1: Identity, Politics, Mental Health, Arts & Culture)
Platform: Identify a specific media platform for your story (NPR, Vice, BuzzFeed, etc.)
Title: The title should grab the class' attention!
Length: One-two paragraphs. Keep it pithy and on point.
Character: Identify a possible character to carry the story.
Arc: Share a possible story arc, including visuals you'd want to capture. Describe how you envision the story playing out.
Story Aspirations: Identify how your story can connect with one or more of the following storytelling devices: transformation, identity, nostalgia, beauty and authenticity.
Please note: Do not pitch a story unless you have contacted the subjects and confirmed their interest in participating. You will have <5 minutes to present your pitch to the class next week.
• In-class activity #2:
Edit Lab: in-class demo covering file organization, ingesting footage, setting up your timeline/sequence, pulling selects, and collaboratively crafting your story. Students will utilize the footage shot in last week's Field Production session.
NOTE: Each student needs a hard drive. Bring your hard drives to this Edit Lab.
Themes:
Identity, Politics, Mental Health, Arts & Culture
Edit Lab: in-class demo covering file organization, ingesting footage, setting up your timeline/sequence, pulling selects, and collaboratively crafting your story. Students will utilize the footage shot in last week's Field Production session.
NOTE: Each student needs a hard drive. Bring your hard drives to this Edit Lab.
Themes:
Identity, Politics, Mental Health, Arts & Culture
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Team 1
Simon: Producer/Asst. Editor Sannan: DP/Asst. Editor Steven: Audio Eng./Editor |
Team 2
Marti: DP/Asst. Editor Nick: Audio Eng./Editor |
Team 3
Casey: Producer/Asst. Editor Jared: DP/Asst. Editor Rachel: Audio Eng./Editor |
Team 4
Malcolm: Producer/Asst. Editor Sophia: DP/Asst. Editor Nicole: Audio Eng./Editor |
Special Guest
Nathan Clendenin and Maria Luisa “Malu” Frasson-Nori (StoryDriven)
Assignments
• Teams begin production on Story #1 (TRT: under 3:30). Come prepared to ask questions regarding securing and filming your interviews and b-roll. This is an opportunity to troubleshoot before future shoots.
• Now that you are headed out on your first shoot, be sure to view the Resources page and download and print the visual storytelling checklist. Bring extra AA batteries for the Zoom and make sure your camera batteries are charged and your SD cards are wiped clean.
• Utilize this checklist to help you prepare for and get the most from your interviews! Also check out these tips for conducting conversational interviews. Don’t forger to bring adult consent forms and minor consent forms (if applicable). Have a look at these pre-production tips, some dress code guidelines, and tips on pre-shoot clearance.
• Now that you are headed out on your first shoot, be sure to view the Resources page and download and print the visual storytelling checklist. Bring extra AA batteries for the Zoom and make sure your camera batteries are charged and your SD cards are wiped clean.
• Utilize this checklist to help you prepare for and get the most from your interviews! Also check out these tips for conducting conversational interviews. Don’t forger to bring adult consent forms and minor consent forms (if applicable). Have a look at these pre-production tips, some dress code guidelines, and tips on pre-shoot clearance.
Read, Watch and Write.
• Reading #1: Students should read chapters 3-7 of The Bare Bones Camera Course for Film and Video.
• Viewings:
• Viewings:
The two docu-stories below were produced by students who took this class in Fall 2014 and 2015.
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Bee Downtown // by Sophie Cummins + Wei Wang
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Gene Dillard: The Mosaic Man // by Chris White
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• Reflections: Students should write reflections on readings and viewings and submit reflections using their personalized Google Doc link (emailed following week 2). Reflections must be submitted by 12pm Sunday, February 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.
Please include any shoot related questions in your reflections this week, as well as thoughts on the guest speakers and editing workshop.
We'll see you on Feb.4th for Week 5 - Production Workshop
