Welcome to Advanced Media & Innovation (AM&I)
PJMS 290S-01, Special Topics / Cross-listed with AMI, CDS & Visual Studies / Duke University, Fall 2015
Thursdays 3:05-5:35pm / LINK Classroom 4 / Office hours by appointment
Thursdays 3:05-5:35pm / LINK Classroom 4 / Office hours by appointment
COURSE DESCRIPTION
Designed to be experiential, entrepreneurial and project-based, this advanced seminar encourages creativity, innovation and collaboration. The class will help students develop a deeper knowledge of, and appreciation for, the ever-changing roles of multimedia journalism and innovation and entrepreneurship across multiple platforms and disciplines. Students will work in pairs to produce professional stories that will be featured on DSB.com and the class website throughout the semester.
They will pitch stories, create production schedules, film and conduct interviews, write scripts, edit stories, and develop and execute marketing strategies. Their stories will feature innovators and entrepreneurs at Duke and the Triangle. Students will also gain a broader understanding of the intersection of multimedia journalism, innovation and entrepreneurship today from: assigned readings and videos; reflection papers and interactive discussions; and guest speakers and interviews. These experiences will introduce students to a wide range of professionals, including journalists, entrepreneurs, and innovators.
The key building blocks of innovation and entrepreneurship will be explored through selected readings, classroom presentations and guest speakers. Topics will include: creativity, ideation, storytelling, audience and marketing, business of production, diversity issues and women in entrepreneurship. Students are expected to be familiar with the key building blocks to creating and maintaining a successful new venture. Their project work will reflect this knowledge and advance the story telling of people in these fields.
They will pitch stories, create production schedules, film and conduct interviews, write scripts, edit stories, and develop and execute marketing strategies. Their stories will feature innovators and entrepreneurs at Duke and the Triangle. Students will also gain a broader understanding of the intersection of multimedia journalism, innovation and entrepreneurship today from: assigned readings and videos; reflection papers and interactive discussions; and guest speakers and interviews. These experiences will introduce students to a wide range of professionals, including journalists, entrepreneurs, and innovators.
The key building blocks of innovation and entrepreneurship will be explored through selected readings, classroom presentations and guest speakers. Topics will include: creativity, ideation, storytelling, audience and marketing, business of production, diversity issues and women in entrepreneurship. Students are expected to be familiar with the key building blocks to creating and maintaining a successful new venture. Their project work will reflect this knowledge and advance the story telling of people in these fields.
PREREQUISITES
Prior experience in multimedia production and editing is recommended.
ASSIGNMENTS
Multimedia Projects (50%)
Throughout the semester students will be paired into teams and required to complete and share at least three professional stories on the Duke Student Broadcasting YouTube channel and this website. They will pitch stories, create production schedules, film interviews and b-roll, write scripts, edit stories, and execute marketing and PR strategy. This will serve as their professional portfolios to share with future employers. Stories will be evaluated based upon the Storytelling Scorecard.
*Optional revision cycle after the third story has been evaluated*
Pick the lowest scoring of the first three stories, and make it better. Taker the scorecard feedback into consideration and improve where possible. This improved video will be consider when calculating your final Multimedia Projects score (your first three videos are averaged to arrive at 50% of your final grade).
Reflection Papers (25%)
Students will be assigned a weekly reflection paper on their reading and viewing assignments to be submitted by 5pm EST on Tuesday the week after assigned. Each paper will be a first-person response (what did the readings/viewings mean to the student, what did he/she get out of it, and how does it relate to issues the class has discussed or experiences in the student’s life, etc.), and a question based on the readings/viewings. This question could be about something the student did not understand, about issues the student believes were not addressed, or about anything else the student was curious about while reading or watching.
Throughout the semester, guest speakers will have conversations with the class in person or via Skype/Google Hangout. The students will research the guests before class. Then they will write pertinent questions about the experience (what did the conversation mean to the student, what did she/he get out of it, and how does it relate to issues the class has discussed, experiences in the student’s life, or what does she/he want to ask and learn if prior to conversation). These will also be included in the reflection papers.
Each class period, at least two students will be chosen to provide informed responses including their questions to the readings and viewings. Reflecting on the assignment will deepen students’ understanding and interpretation of not only storytelling, but also the purpose of the weekly subject matter in each class. Through receiving feedback on their weekly assignments, students will hone their communication skills in storytelling, and improve their ability to define the meaning of projects in which they devote their time and energy.
Final Projects (25%)
Pick the best of the first three stories, and make it better. This should be your primary portfolio piece coming out of this class. Students will make individual presentations. The presentations will be evaluated (see Final Presentation Scorecard) as if the students are presenting their stories to a professional multimedia distribution platform. This real-world experience will help students prepare for opportunities and situations as they navigate their futures in the 21st century.
Throughout the semester students will be paired into teams and required to complete and share at least three professional stories on the Duke Student Broadcasting YouTube channel and this website. They will pitch stories, create production schedules, film interviews and b-roll, write scripts, edit stories, and execute marketing and PR strategy. This will serve as their professional portfolios to share with future employers. Stories will be evaluated based upon the Storytelling Scorecard.
*Optional revision cycle after the third story has been evaluated*
Pick the lowest scoring of the first three stories, and make it better. Taker the scorecard feedback into consideration and improve where possible. This improved video will be consider when calculating your final Multimedia Projects score (your first three videos are averaged to arrive at 50% of your final grade).
Reflection Papers (25%)
Students will be assigned a weekly reflection paper on their reading and viewing assignments to be submitted by 5pm EST on Tuesday the week after assigned. Each paper will be a first-person response (what did the readings/viewings mean to the student, what did he/she get out of it, and how does it relate to issues the class has discussed or experiences in the student’s life, etc.), and a question based on the readings/viewings. This question could be about something the student did not understand, about issues the student believes were not addressed, or about anything else the student was curious about while reading or watching.
Throughout the semester, guest speakers will have conversations with the class in person or via Skype/Google Hangout. The students will research the guests before class. Then they will write pertinent questions about the experience (what did the conversation mean to the student, what did she/he get out of it, and how does it relate to issues the class has discussed, experiences in the student’s life, or what does she/he want to ask and learn if prior to conversation). These will also be included in the reflection papers.
Each class period, at least two students will be chosen to provide informed responses including their questions to the readings and viewings. Reflecting on the assignment will deepen students’ understanding and interpretation of not only storytelling, but also the purpose of the weekly subject matter in each class. Through receiving feedback on their weekly assignments, students will hone their communication skills in storytelling, and improve their ability to define the meaning of projects in which they devote their time and energy.
Final Projects (25%)
Pick the best of the first three stories, and make it better. This should be your primary portfolio piece coming out of this class. Students will make individual presentations. The presentations will be evaluated (see Final Presentation Scorecard) as if the students are presenting their stories to a professional multimedia distribution platform. This real-world experience will help students prepare for opportunities and situations as they navigate their futures in the 21st century.
GRADING
Grades will be based on class participation and reflection papers (25%), multimedia projects (50%), and final presentations (25%).
POSSIBLE PARTICIPATING SPEAKERS (via Skype or in-person)
Grant Hill (NBA All-Star, film producer), John Larson (PBS Correspondent), Saleem Reshamwala (KidEthnic Films), Jeff Kessler (IDEO), Lesley Jane Seymour (MORE Magazine), Dani Davis (Broadway Producer/Songwriter), Mackenzie Thomas (Google), John Doherty (Cross Creek Pictures), Gabe Eng-Goetz (Runaway Clothing), Lindsay Moriarty (Monuts), Anson Burch (Capstrat), Napoleon Wright (animator), Tim Kiernan (director) and more…
REQUIRED READINGS AND MEDIA
Online readings and contemporary media viewings (TED Talks, Skype/Google discussions, documentaries, news pieces, etc.) will be assigned throughout the semester.
The following three books are required reading and can be purchased using the following links:
How Will You Measure Your Life? by Clayton Christensen
Steal Like An Artist by Austin Kleon
The Bare Bones Camera Course for Film and Video by Tom Schroeppel
The following three books are required reading and can be purchased using the following links:
How Will You Measure Your Life? by Clayton Christensen
Steal Like An Artist by Austin Kleon
The Bare Bones Camera Course for Film and Video by Tom Schroeppel
