Welcome to Advanced Multimedia Production (AMP)
PJMS 369S / Cross-listed with AMI, CDS, I&E & VMS / Duke University, Spring 2019
Mondays 3:05-5:35pm / Rubenstein Arts Center, Room 131 / Office hours by appointment
COURSE DESCRIPTION
Designed to be experiential, documentary 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 across multiple platforms and disciplines. Students will work in teams to produce professional stories that will be featured on the class website at the end of the semester.
They will research stories, create production schedules, film and conduct interviews, edit stories, and complete pitch presentations. Students will tell short documentary stories on current issues as told through the lens of Triangle community members. They will identify and interview individuals in our community making progress for the greater good. They will also gain a broader understanding of the intersection of multimedia journalism, documentary storytelling and creative industries 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 storytellers, entrepreneurs, and innovators.
The key building blocks of storytelling 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 of producing a powerful story. Their project work will reflect this knowledge and advance the story telling of people in these fields.
They will research stories, create production schedules, film and conduct interviews, edit stories, and complete pitch presentations. Students will tell short documentary stories on current issues as told through the lens of Triangle community members. They will identify and interview individuals in our community making progress for the greater good. They will also gain a broader understanding of the intersection of multimedia journalism, documentary storytelling and creative industries 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 storytellers, entrepreneurs, and innovators.
The key building blocks of storytelling 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 of producing a powerful story. 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 work in teams to produce and share two professional stories to be featured on this website. They will pitch stories, create production schedules, film interviews and b-roll, write scripts, edit stories, and present their stories in rough cut and final critique sessions. This will serve as their professional portfolios to share with future employers. Stories will be evaluated based upon the Story Evaluation.
Reflection Papers (25%)
Students will be assigned a weekly reflection paper on their reading and viewing assignments to be submitted by 12pm EST on Sunday 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, listening 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 students will be chosen to share their reflections, 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 two 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 Guidelines and Evaluation) 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 work in teams to produce and share two professional stories to be featured on this website. They will pitch stories, create production schedules, film interviews and b-roll, write scripts, edit stories, and present their stories in rough cut and final critique sessions. This will serve as their professional portfolios to share with future employers. Stories will be evaluated based upon the Story Evaluation.
Reflection Papers (25%)
Students will be assigned a weekly reflection paper on their reading and viewing assignments to be submitted by 12pm EST on Sunday 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, listening 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 students will be chosen to share their reflections, 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 two 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 Guidelines and Evaluation) 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)
John Larson (PBS Correspondent), Saleem Reshamwala (KidEthnic Films), Kim Bondy (Media Executive), Gabe Eng-Goetz (Runaway Clothing), Erica Henry (CNN), Anson Burch (Golden Corral), Napoleon Wright (Pan II Creative), Cara Rousseau (Discover Durham), Pilar Timpane (Duke Multimedia Producer), Winston Wilde (NBC News), Maria Luisa Frasson-Nori (StoryDriven), Phoebe Judge (Criminal Podcast), Blayne Alexander (NBC NewsChannel Washington Correspondent) and more…
REQUIRED READINGS AND MEDIA
Online readings and contemporary media (podcasts, short docs, news pieces, Skype interviews, etc.) will be assigned throughout the semester.
The following three books are required reading and can be purchased using the following links:
Letters to a Young Artist by Anna Deavere Smith
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:
Letters to a Young Artist by Anna Deavere Smith
Steal Like An Artist by Austin Kleon
The Bare Bones Camera Course for Film and Video by Tom Schroeppel
