Digital Documentaries - Teaching · PDF fileDigital Documentaries Student Handouts ... An...
Transcript of Digital Documentaries - Teaching · PDF fileDigital Documentaries Student Handouts ... An...
1 ©2004 Teaching Matters, Inc.
Table of Contents
Page Title of Handout
2-4 Process Road Maps (3 versions)
5-7 Project Rubrics (3 versions)
8 Characteristics of an Effective Personal Narrative
9 Characteristics of an Effective PSA
10 Characteristics of an Effective Informational Documentary
11 The Pitch
12-14 Project Checklists (3 versions)
15 Story Board (What You See – What You Hear)
16 Sample Story Board
16-17 Conducting an Interview
19-20 Roles and Responsibilities (3 versions)
18 Media Elements
21-22 Video Clip Assessment Forms
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5 ©2004 Teaching Matters, Inc.
Informational Documentary Rubric
Category 4 3 2 1 Score
Main Idea Stays with one clear main idea
Has a main idea, but some information doesn’t fit
Has a weak or unclear main idea
Does not have a main idea
Supporting Media Elements
Media elements provide strong support for the point of view
Media elements support the point of view, but are not compelling
Media elements do not support the point of view
No supporting media elements are used
Sources Uses and cites several reliable sources
Uses only one or two reliable sources
Uses mostly questionable sources
Does not use outside sources
Structure Narrative has a clear organizing structure and flows logically
Narrative has an organizing structure but needs some improvement
Narrative is disorganized No attempt at an organizing structure is in place
Variety
and Pacing
Changes the screen image and/or audio on a regular basis to engage the audience
Changes media sometimes to engage audience, but pacing could be improved
Uses more than one medium, but doesn’t engage audience
Uses only one medium
Production Values
Has high-quality sound, video editing, camera work, and transitions
Production values could be better, but main idea is supported
Technical problems make the main idea hard to understand
Technical problems ruin the video; main idea is lost
6 ©2004 Teaching Matters, Inc.
Personal Narrative Documentary Rubric
Category 4 3 2 1 Score
Storytelling Techniques
Develops an interesting story from the point of view of a central character
Starts with an interesting story, but has no clear theme
Story is confusing or not interesting
Does not tell a story
Supporting
Media Elements
Media elements provide a variety of details that support the narrative
Media elements support the narrative, but more details are needed
Support for the narrative is often unclear and confusing
Media elements do not provide details that support the narrative
Sources Uses and cites primary and secondary sources that relate directly to the narrative
Uses only secondary sources that support the narrative
Uses sources that do not support the narrative
Does not use outside sources
Structure Narrative has a clear organizing structure and flows logically
Narrative has an organizing structure but needs some improvement
Narrative is disorganized No attempt at an organizing structure is in place
Variety and Pacing
Changes the screen image and/or audio on a regular basis to engage the audience
Changes media sometimes to engage audience, but pacing could be improved
Uses more than one medium, but doesn’t engage audience
Uses only an interview with no other media
Production Values
Has high-quality sound, video editing, camera work, and transitions
Production values could be better, but don’t interfere with the story
Poor production makes the story hard to understand
Technical problems ruin the video; the story is lost
7 ©2004 Teaching Matters, Inc.
Public Service Announcement Documentary Rubric
Category 4 3 2 1 Score
Point of View
Makes a persuasive case for one clear point of view
Argues for a point of view, but is not persuasive
States a point of view, but does not argue for it
Does not state a point of view
Supporting
Media Elements
Media elements provide strong support for the point of view
Media elements support the point of view, but are not compelling
Media elements do not support the point of view
No supporting media elements are used
Facts Uses and cites supporting facts from reliable sources
Uses supporting facts without citation
Facts don’t support point of view
Uses opinion without facts
Structure Narrative has a clear organizing structure and flows logically
Narrative has an organizing structure but needs some improvement
Narrative is disorganized No attempt at an organizing structure is in place
Variety and Pacing
Changes the screen image and/or audio on a regular basis to engage the audience
Changes media sometimes to engage audience, but pacing could be improved
Uses more than one medium, but doesn’t engage audience
Uses only one medium
Production Values
Has high-quality sound, video editing, camera work, and transitions
Production values could be better, but don’t interfere with the case
Technical problems make the argument hard to understand
Technical problems ruin the video; the point is lost
8 ©2004 Teaching Matters, Inc.
Characteristics of an Effective Public Service Announcement
Definition: A Public Service Announcement, or PSA, is a 30 to 60 second video. Its goal is to persuade an audience to take a specific action or adopt a particular viewpoint on a cause or social issue Persuasive
Argues one clear point of view
Makes you want to do (or not do) something
Entertaining Engages the audience with a variety of media, such as narration, text, interviews,
photographs, dramatizations, or music
Holds your interest
Based on facts Uses and cites data from reliable sources
Does not rely on rumors or unsupported opinions
Has a clear and realistic message Something that you can immediately go out and do or take a stand on
Uses concise language Gets to the point in 30 to 60 seconds
9 ©2004 Teaching Matters, Inc.
Characteristics of an Effective Informational Documentary
Definition: An Informational Documentary is a non-fiction film without actors. Typically, it is a journalistic record of an event, person, place or phenomenon. Its purpose is to convey factual data.
Compelling
Based on facts
Has a point of view, but does not try to persuade
Entertaining Engages the audience with a variety of media, such as narration, text, interviews,
photographs, dramatizations, or music
Holds audience interest
Based on facts Uses and cites data from reliable sources
Does not rely on rumors or unsupported opinions
Uses concise language No more than five to ten minutes
10 ©2004 Teaching Matters, Inc.
Characteristics of an Effective Personal Narrative
Definition: A Personal Narrative is a film that documents one person’s or several persons’ experiences as a way of understanding a historical event. Compelling
Based on facts from the point of view of the person
States facts as they happened
Entertaining Engages the audience with a variety of media, such as narration, text, interviews,
photographs, or music
Holds audience interest
Based on facts Supplements personal testimony with data from reliable sources
Has a personal message Facts are told based on a personal point of view or experience
11 ©2004 Teaching Matters, Inc.
The Pitch
Before a documentary film gets made – a filmmaker has to present a rationale (a reason) for the project. This process is called: The Pitch. It is now up to you to “sell” your ideas to your class.
1] What is the main idea for your video? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2] What types of sources will you use to support your idea? (images, video clips, interviews, student dramatization) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3] How will you get access to these sources? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4] Why is it important to make this film? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
12 ©2004 Teaching Matters, Inc.
Student Project Checklist for a Personal Narrative
Project Checklist Start Date Completion Date Pick topic, group members and make a
project folder
Return student release form signed by a parent/guardian
Submit media release form signed by a parent/guardian
Take notes
Organize notes
Contact interviewee and schedule interview date
Write report on topic
Assign jobs and titles
Confirm appointment with interviewee
Create a sequence of the story
Formulate the interview questions
Prepare the interview questions
Practice the interview
Prepare the set (props and equipment)
Conduct the interview
Edit the first movie (First Draft)
Edit the storyboard
Sequence the clips
Enhance the first draft
Gather primary sources
Write a Narration Voice Over Script
Record the Voice Over
Second Draft (Final Video Production)
Assessment
Film Festival
13 ©2004 Teaching Matters, Inc.
Student Project Checklist for an Informational Documentary
Project Checklist Start Date Completion Date Pick topic, group members and make a
project folder
Return student release form signed by a parent/guardian
Submit media release form signed by a parent/guardian
Take notes
Organize notes
Contact interviewee and schedule interview date
Write report on topic
Assign jobs and titles
Confirm appointment with interviewee
Create a sequence of the story
Formulate the interview questions
Prepare the interview questions
Practice the interview
Prepare the set (props and equipment)
Conduct the interview
Edit the first movie (First Draft)
Edit the storyboard
Sequence the clips
Enhance the first draft
Gather primary sources
Write a Narration Voice Over Script
Record the Voice Over
Second Draft (Final Video Production)
Assessment
Film Festival
14 ©2004 Teaching Matters, Inc.
Student Project Checklist for a Public Service Announcement
Project Checklist Start Date Completion Date Pick topic, group members and make a
project folder
Return student release form signed by a parent/guardian
Submit media release form signed by a parent/guardian
Research and take notes
Organize notes and write outline
Draft script
Assign jobs and titles
Confirm appointment with interviewee
Create a sequence of the story
Formulate the interview questions
Prepare the interview questions
Practice the interview
Prepare the set (props and equipment)
Conduct the interview
Edit the first movie (First Draft)
Edit the storyboard
Sequence the clips
Enhance the first draft
Gather primary sources
Write a Narration Voice Over Script
Record the Voice Over
Second Draft (Final Video Production)
Assessment
Film Festival
17 ©2004 Teaching Matters, Inc.
Conducting an Interview
1. Set up the video camera Indirect, natural sunlight provides the best lighting. Position the subject in a
comfortable chair with a back.
Keep the background behind the subject relatively neutral. Avoid items that distract from the subject (ex: paintings, fish tanks, etc.)
Set the camera on a steady surface. The camera should not move at all during the interview. Using a tripod will ensure consistent positioning.
Position the camera close to the subject. “Tight framing” is important: when viewed through the camera, the subject’s head and upper body should fill the frame.
Do not position the subject in the center of the frame. Position him/her to the side, facing the empty part of the frame, like so:
2. Prepare the subject
Provide water and encourage the subject to “keep wet”
Make the subject as comfortable as possible.
Discuss the content of interview with the subject ahead of time. Do not give the subject the questions, but do outline the main idea of the story you expect him/her to tell, as well as the general structure of the story (the beginning, the middle, and the ending).
Instruct the subject to talk to the interviewers, not the camera.
Instruct the subject to answer questions using complete sentences. For example, to the question “How did you register to vote?”, the response should be “ I registered to vote by walking to the state office of elections...” not “I walked to the state office of elections...”
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Conducting an Interview (2)
3. Conduct the interview The interviewers should sit as close to the camera as possible. This will ensure that
the subject is turned toward the camera (but not facing into it).
Stop the camera after each section: personal information, beginning, middle, and ending.
This will help simplify the editing process later on.
Interviewers should begin by asking the subject to introduce him/herself by name: “My name is Henry Smith. I live in Whitestone, New York.” etc.
Interviewers should take care to remain still and not shuffle their papers.
Interviewing Tips:
Give positive feedback to the subject by nodding and reacting to his/her story with appropriate facial expressions (smiling, frowning, etc.)
Don’t worry about silence; let the subject think and fill in the gaps (which will be removed in the editing)
19 ©2004 Teaching Matters, Inc.
Media Elements
Video Clips
Interview
Dramatization
Voice Over
Narration
Still Images
Photos
Images
Political Cartoons
Documents
Sound Files
Music
Special Effects
Additional Elements
Transitions
Titles
Effects
20 ©2004 Teaching Matters, Inc.
Roles and Responsibilities for Personal Narrative and Informational Documentary
Role/Job Responsible for: Skills Project Manager
The overall coordination, operations and production of the documentary. This includes tracking the progress of the various tasks (artwork, research, editing, etc.)
Organized and responsible; very good at details and has good rapport with classmates.
Camera Operator
Recording the interview and other visual materials
Technical knowledge of setting up and adjusting the camera and its accessories; loads and maintains film and camera. Has a good understanding of the parts of the camera and is able to operate the camera with precision.
Researchers / Internet Specialists
Locating information and primary source material using the Internet, textbooks, library and other sources
Has good knowledge of using library catalogues, the CD-ROM and the Internet. Is able to use the different Internet search engines to locate images and primary sources.
Video Editors Creating the documentary using iMovie
Good knowledge of iMovie; connects the camera to the firewire of the computer and imports the video from the camcorder; is detailed oriented works with precision
Interviewers
Asking questions of the subject during the taping of the interview
Has good knowledge of the topic and is able to communicate well with others; is a good listener and able to connect materials read with those presented by the interviewee
Artists
Creating any artwork that is used in the documentary, as well as scanning and editing
Has good knowledge of visual layouts; use paint to create graphic material and lettering; develops, sketches and/or prints creative ideas
Narrator
Communicating the script in an interesting and dynamic way.
Has a clear voice that reflects the tone, atmosphere, style, personality of the work
Clear enunciation, proper pitch and being able to read with enthusiasm and interest.
Audio Editors
Collecting, recording audio only elements (sound effects, music, etc.
Musically inclined
21 ©2004 Teaching Matters, Inc.
Roles and Responsibilities for Public Service Announcements
Role/Job Responsible for: Skills Project Manager
The overall coordination, operations and production of the documentary. This includes tracking the progress of the various tasks (artwork, research, editing, etc.)
Organized and responsible; very good at details and has good rapport with classmates.
Camera Operator
Recording the interview and other visual materials
Technical knowledge of setting up and adjusting the camera and its accessories; loads and maintains film and camera. Has a good understanding of the parts of the camera and is able to operate the camera with precision.
Researchers/Internet Specialists
Locating information and primary source material using the Internet, textbooks, library and other sources
Has good knowledge of using library catalogues, the CD-ROM and the Internet. Is able to use the different Internet search engines to locate images and primary sources.
Video Editors
Creating the documentary using iMovie or Windows Movie Maker
Good knowledge of iMovie or Windows Movie Maker; connects the camera to the firewire of the computer and imports the video from the camcorder; is detailed oriented works with precision
Actors
Memorizing and learning to speak the character in the script
Gets to know more deeply the character he portrays. Identifies with the period in which the character lives.
Artists
Creating any artwork that is used in the documentary, as well as scanning and editing
Has good knowledge of visual layouts; use paint to create graphic material and lettering; develops, sketches and/or prints creative ideas
Narrator
Communicating the script in an interesting and dynamic way.
Has a clear voice that reflects the tone, atmosphere, style, personality of the work Clear enunciation, proper pitch and being able to read with enthusiasm and interest.
Audio Editor
Collecting, recording audio only elements (sound effects, music, etc.
Musically inclined
22 ©2004 Teaching Matters, Inc.
Video Clip Assessment Form for Public Service Announcement
Clip Name Description of Video Clip
Rating Not important Interesting,
but not essential Essential
Additional Elements (still images, music, transitions, video footage, narration, art work)
Production Notes (specific instructions for adding or deleting elements)
Example: Father speaks
Example: Father speaks about son not wearing seat belt.
Example:
Example: Add still image of son.
Example: Add at 3.5 seconds for 2 seconds.
23 ©2004 Teaching Matters, Inc.
Video Clip Assessment Form for Personal Narrative or Informational Documentary
Clip Name/Number
Type of Video Clip A: Describes the main action D: Supporting Detail B: Background Information (Write the letter of your choice – A, D or B).
Rating Not important Interesting,
but not essential Essential
Comments
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Creating a Script
What is a script? A script is the written version of all that is said in an informational documentary or public service announcement. It includes narration (words read to an audience) and dialogue (words read in a conversation between people). Although scripts are written, they are meant to be read aloud. As a result, the language in a script must be:
Natural and concise (written so that it can be easily understood)
o If you are reading a book, you can read and reread a complicated paragraph until
you understand it. o If you are listening to a script with complicated ideas, you may not have the
opportunity to stop and research the parts that are unclear. For example, if you are in a movie theater watching a documentary, you can’t stop the actors to ask them what something means. You might get kicked out of the theater! And even worse you still will not know what the actors meant.
Well-organized (follows a logical order)
o If you are reading a book, most likely it has been organized into chapters and
labeled sections, so that you can easily follow the order that the author has created for you.
o If you are writing a script, you need to make sure that there is a logical order to the information that you present. Your script should follow a sequence that is well-organized, so the listener understands the “story” being told.
Appropriately timed (read at a pace that is not too fast or too slow)
o If you are reading a book, you can read the pages at your own pace; you might
spend three minutes on one page and then zip through another page in only one minute!
o If you are listening to a script, you have no control over the speed at which the words are read; that has already been decided by the person who recorded the audio. As a result, if you are the person writing the script or recording the audio, remember that the words should be read at a pace which is not too slow (so your listener does not get bored!) or too fast (so your listener does not get confused and lose interest!).
Expressive (conveys the feeling to the listener)
o If you are reading a book, you have visual cues to help you understand the text,
such as: o headings, o indentations and o punctuation.
o However, if you are listening to a script, you must depend on -- o pauses and rhythm, o tone of voice and o inflection.