2011 Achievements - UrbanMinistry.org

Bresee Media Program 2011 Achievements
Youth Film Festival on Social Justice
• 165 Filmmakers
• 64 Films submitted (highest amount ever)
• 44 Films accepted and awards given (better films this year)
• 12 Participating agencies
• Increased number and quality of workshops leading up to the festival
Media & Goals 4 Life Interns
• Participated in filmmaking workshops and the Film Festival
• Developed Bresee’s tape archive library
Documentary Filmmaking for Social Justice Summer Class
• 5 Students, 10 hrs/week
• Created a short film titled Diversity In LA: Celebration or Separation?
• Organized a community screening event
Middle School Summer Video Class
• All students enrolled in the summer program participated
• Students created short videos on the topic If I Had A Trillion Dollars
• Videos submitted into a national video contest
Middle School Photography Workshop
• Student photography accepted into the YAMS Festival
Support for the Annual YAMS Festival
2-Semester Advanced Documentary Film Class
• 8 Students, 4 hrs/week
• Pick-ups at LASGS
• Brought in film industry professionals as guest speakers
MCLC
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Film For Social Change Class
15 Students, 2 hrs/week
On-campus leadership development class
Students planned out their own documentary film on social issues
MCLC
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Digital Storytelling Class
160 Students, 2 hrs/week
Weekly pick-ups to Bresee
All videos posted on Bresee’s Vimeo account
LASGS Journalism Class
• 25 Students, 4 hrs/week
• On-campus class creating an online high school newspaper
Middle School Video Workshops
• 110 Students, 3 hrs/week, cycling groups of students
• Students learn tech skills and film genres
Lanterman Digital Storytelling Class
• 20 Developmentally disabled adults, 4 hrs/week
Online Presence
Expanded the online presence of the Bresee Media Program to include a website and
social media
• Bresee Media Program Website
o www.breseemedia.weebly.com
• Bresee Community Blog
o http://www.breseecommunitynews.com/?1e71d000
• Vimeo Account
o www.vimeo.com/user6246886
• Facebook Profile
o www.facebook.com/pages/Bresee-Media/168070879956592
Promotional Videos
Produced promotional videos targeting volunteers and potential funders that were
shown at Bresee’s Annual Dinner Auction.
• Volunteer Video
o http://vimeo.com/22967518
• Bresee Neighborhood Video
o http://vimeo.com/34825750
Plans To Expand Bresee’s Media Program
Event Video Class
This class would teach students employable skills and develop into
a small student run business. While documentary filmmaking teaches
students’ technical and problem solving skills, it fails to address the
practical issues of employment and making a living. The purpose of this
class is to teach students how to use their filmmaking hobby to support
themselves.
• The curriculum is already developed and plans in place to offer the
class over the summer
• Creates an argument to continue pushing social justice agenda as
proof that we also teach employable an profit making skills
Expanded Youth Film Festival
Plans to expand the festival include reaching out to more
collaborators and creating an event that has a bigger presence in the
world of Los Angeles youth media.
• The bigger the Film Festival’s presence in Los Angeles the more
able we would be to raise money to fund our media department
Ongoing Advanced Media Classes
Develop and maintain an ongoing schedule of advanced media
classes including photography, documentary filmmaking, and film
appreciation.
• Raise funds for student stipends as class incentives
Expand and Improve Equipment Checkout
We are just getting by with the equipment available for checkout.
The idea of having more quality equipment to check out will increase the
production quality of our projects and the level of attraction our program
has to high school students.
Recruit Media Professionals
This is the first year we have been able to have professionals come
and teach workshops to our students. We would like to continue and
expand this opportunity to include ongoing media workshops led by
industry professionals and offered not only to our students but also to
local high schools.
EVENT VIDEO BUSINESS CLASS
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8-Week Summer Session
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Course Description:
This eight-week course will provide students with an understanding of small business practices
and the opportunity to produce their own professional event videos. Students will learn how to set up
their own freelance event video business and how to create films for neighborhood weddings,
quinceanera, and parties. This class is designed for students who have taken Bresee’s advanced
filmmaking course, have participated in an advanced filmmaking boot camp workshop, or who are
already familiar with film equipment and capable of creating quality work. The class will serve as a
starting point for students who are interested in pursuing work as freelance filmmakers and give them
the practical tools that they can eventually use to support themselves.
Learning Objectives:
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Learn the basic steps involved in starting your own event video business.
Create a plan outlining what you want your business to look like and what clientele you will
cater to.
Learn how to properly promote your business, find jobs, and work with clients.
Successfully shoot and edit a professional event video.
Create an online website (possibly Vimeo) where video samples can be uploaded for future
clients.
Syllabus:
Week 1: Introduction to Freelance Filmmaking
• How to create your own event videos
• Steps to starting a small business
Week 2: Create A Business Plan
• Design your business
• Find an event
Week 3: Find A Job
• Legalities of freelance work
• Designing business cards
Week 4: Film An Event
• Research and practice shooting style and technique
• Film an event
Week 5: Edit A Video
• Properly archive footage
• Begin editing (1st round of notes)
Week 6: Create A Style
• Titles and graphics
• Continue editing (2nd round of notes)
Week 7: Complete The Film
• Complete the video project
• Deliver the project to the client
Week 8: Promote Your Company
• Other options for freelance film work
• Create a promotional web page (Vimeo)
Helpful Resources:
http://www.entrepreneurrookie.com/blog/the-10-basic-steps-how-to-start-a-business-while-in-high-schoolor-college/
http://www.paulgraham.com/start.html
http://www.laosb.org/default.asp?id=15
http://www.city-data.com/forum/los-angeles/1172816-questions-about-starting-small-business-la.html
http://homebusiness.about.com/od/getstarted/ss/10StepsB4.htm
http://www.entrepreneur.com/
Filmmaking Workshops Series
Industry professionals potentially interested in leading a workshop
!
Anne Etheridge
Cinematographer
[email protected]
Marah Strauch
Producer, Director
[email protected]
Jerry Henry
Director, Cinematographer
[email protected]
www.cactuseyelash.com
Roberto Gudiño
Director
[email protected]
Patti Lee
Producer, Cinematographer
[email protected]
Grace Lee
Director, Producer
[email protected]
Christian Bruno
Director, Cinematographer
[email protected]
Natalija Vekic
Producer, Writer
[email protected]
Katy Wright
Director, Cinematographer, Editor
[email protected]
www.callmekuchu.com
José Asunción
Director
[email protected]
Brian Davis
Producer, Director, Editor
[email protected]
Jennifer Arnold
Producer, Director, Writer
[email protected]
www.asmallact.com
Laura Nix
Director, Producer
[email protected]
www.thelightinhereyesmovie.com
Ric Serena
Editor, Director
[email protected] !
www.serenacreative.com
Michael Shu
Videographer, Seadycam Operator
[email protected]!
www.onyxcinema.com
Nate Prince
Wedding Videographer
[email protected] !
www.princeweddings.net
Kyle Sorenson
Editor, After Effects Editor
[email protected]
www.codeckyle.com
MEDIA WISH LIST 11/11/2011
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DSLR Professional Camera + Lenses + filters
o Canon 3Ti (2x)
o Filters/Lenses (3NDs, polarizer, skylights)
Vixia level camcorder
o Vixia HF R20 (5x)
Prosumer camcorder (maybe used)
o Sony HXR-MC50U
Monopods (for event videos)
o Manfrotto MMC3-02
o Manfrotto 685B
Fluid Head Tripods
o Manfrotto 028B (2x)
Digital Audio Recorder
o Zoom H-1 Kit B&H (2x)
Lav Mics
o Azden EX-503 Lav (3x)
o Mic Madness BSM-7 (2x)
On Board Camera Light
o Z96 LED light (ebay)
Light
o Polaroid 256
HD Projectors (for computer lab)
o Hitachi CP-X3011 (2x)
Portable HD Projector
o Viewsonic PJD6531w
Laptops (computer lab)
o MBP (2x)
Thumb Drives (for media lab)
o 8 GB (5x)
G-drives
o G-Tech 1TB G-Raid mini portable HD (5x)
$1995.94
$1000.00
$1750.00
$1499.99
$24.99
$137.32
$1159.95
$188.00
$59.25
$129.90
$70.00
$189.95
$1438.00
$630.00
$2400.00
$74.95
$1284.95
Total: $14,033.19
Compiled by Jerold Kress & Melinda Estus
(Prices are approximate and estimated high)
FORMER AND PRESENT YOUTH
FILM FESTIVAL COLLABORATORS:
Academic Leadership Community/
Miguel Contreras Learning Complex
Patricia Siqueiros, Lead Teacher
(213) 240-3820
[email protected]
www.alccobras.net
Los Angeles School of Global Studies/
Miguel Contreras Learning Complex
Velez, Principle
A Place Called Home
Belmont High School Multimedia
Academy
Carmen Juarez, Lead Teacher
(323) 478-2624
[email protected]
Blazers
Luis Esperanza, Program Facilitator
(323) 292 2261
[email protected]
Bresee Community Center
Boris Villacorte, Goals 4 Life program
(213) 387 2822 x110
[email protected]
California State University Los Angeles
Michael Willard, Assistant Professor
Department of Liberal Studies
(323) 343-4135
Camino Nuevo High School
Casa Libre/ Freedom House
(213) 388-8693 x300
www.casa-libre.org
Center for Digital Storytelling
Gayle Nicholls-Ali, Regional Director
(626) 688-0310
[email protected]
www.storycenter.org
Central American Resource Center
(CARECEN)
(213) 385-7800 Ext. 158
www.carecen-la.org
Central City Neighborhood Partners
Central City Value High School/
Visual Arts
Katie Hare
(213) 471-4686
[email protected]
CHIRLA, Wise Up!
(213) 353-3921
www.chirla.org
College Ready Academy #5
Karla Legasby (YPI)
(323) 293-9169
Computer Science Academy/ Roybal
Learning Complex
Juan Palamares, Lead Teacher
[email protected]
Crenshaw High School (CATCH, YPI)
Rachel Decker
(858) 405-7969
Digital Dove at the Covenant House
Laura G., Instructor
(323) 957-7455 x 356
www.covdove.org
Echo Park Film Center
Rick, Operations Director
(213) 484 8846
[email protected]
Eco Academy High School
Global Action Network
HOLA
(213) 389.1148 x230
heartofla.org
ICEF Public Schools
Amarpal Khanna, Director of Visual and
Media Art
Oliver Shipley
(323) 290-6900 x 6919
www.icefla.org
Salesian Boys and Girls Club
Sylvia Guillien, Executive Director
(323) 263 7519 x125
[email protected]
Coach Yas Oda
[email protected]
John Liechty Middle School
Juan Carrillo Lomeli
Santa Monica Museum of Art
KYCC
Brian Ponce
LA Leadership High School
Media Arts & Humanities/ Roybal High
School
Timothy Howell, Teacher
(323) 394 0453
[email protected]
SOLA (South L.A. Youth Collective)
Guadalupe Chavez
(323) 354-0222
[email protected]
Eddie Castillas
(323) 620-3677
[email protected]
Charlotte Cook
(323) 856-2953
[email protected]
The Heart Project
Media Arts Downtown Magnets High
School
Sandra Hise, Teacher
[email protected]
Mercy Housing Community Room
Tony Iniguez
[email protected]
Urban Oasis Film Academy
Mark Schwartz
(310) 614-4016
[email protected]
Venice High School
Mr. O
New Economics for Women
Jasmin Jauregui, Manager of Family
Services LVM
(213) 483-2051
[email protected]
www.neweconomicsforwomen.org
Youth Speak Collective
David Kietzman, Co-Direcotr
(818) 834 5181
Para Los Ninos
Virgil Middle School
Red Shield Salvation Army
Meleny Pena
[email protected]
Remedee
Mara Abrams, Program Director
[email protected]
www.remedee.org
YOKA
Gerardo Acosta
6h ANNUAL YOUTH FILM FESTIVAL ON SOCIAL JUSTICE APPLICATION
Name: ____________________________________________________
Address: _________________________________________________
__________________________________________________
__________________________________________________
Phone #: ___________________________________________________
Email:
___________________________________________________
High School/Community Center: _________________________________
Name of film/length: ___________________________________________
Instructor/Mentor name (if applies): _______________________________
Deadline: All submissions must be delivered to the Bresee Community Center
on or before Friday, May 8, 2012
Awards and screening of films May 24, 2012, 7 – 9 PM
Send or drop off:
Bresee Community Center
ATTN: Film Festival
184 S. Bimini Pl.
Los Angeles, CA. 90004
For more information:
Jerold Kress
(213) 387-2822 x123
[email protected]
DOCUMENTARY FILMMAKING FOR SOCIAL JUSTICE
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2-Semester Film Class for High School Students
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Course Description:
This advanced two-semester documentary film class is for both beginning and intermediate film
students. The skills students can gain in both semesters will prepare them for further film studies in
college or an apprenticeship in the "industry."
The class covers the technical side of documentary film work as well the content and message of
media. In the first semester, the class will engage the students in discussions of social justice,
community and how the media can change lives. At the same time, the class will cover advanced
techniques in video and audio production especially in regards to lighting, camera work and audio
recording. Second semester will cover post-production and students will learn advanced features of
Final Cut Pro digital editing such as color correction and motion graphics. Additional programs such as
Compressor, DVD Studio Pro, After Effects and Photoshop will also be taught.
The production and content sides of the class will merge as the students work as a team on a video
production and increase their skills while advancing the project toward a community screening
scheduled for the last week of the second semester.
Learning Objectives:
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Develop critical thinking skills and learn to recognize filmmaking techniques by deconstructing
complete films and clips.
Understanding the similarities and differences between nonfiction and narrative fiction film
making through film viewing and class discussion.
Learn what social justice means by listening to invited community activists and viewing
documentary films that have changed people’s lives.
Learn the fundamentals of film language including standard shots, camera movements, lighting
and composition through hands-on video shooting.
Learn how a video camera works by using manual features including lenses, focus, exposure,
shutter speed, data rates and HD aspect ratios.
Learn how to shoot an interview, formulate questions for subjects and think of follow up
questions by deconstructing professionally shot video interviews and through in-class practice
interviewing.
Learn the basics of story structure by creating a structure for a proposed film, first creating an
outline, then creating a narrative structure of what the students propose the film will say. Class
discussion of films viewed in regards to stories told.
Advance from basic knowledge of Final Cut Pro editing to advanced.
Reach intermediate skill level on FCP's Compressor & DVD Studio Pro plus Adobe's After
Effects & Photoshop.
Develop critical skills in listening by editing interviews into a narrative storyline.
Develop critical skills in visualization by editing imagery into a visual narrative storyline.
Demonstrate what they have learned by producing a complete film with a structured story
involving social justice in the community.
Engage in community organizing by creating a successful public screening of the film followed
by a discussion with the audience.
Class Expectations:
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Pay attention to the films screened in class especially in regards to why they are being screen.
Participate in class discussions about the films.
Come up with film ideas for class projects.
Participate in hands-on practice sessions with the equipment.
Only use the computers when directed.
Turn off all cell phones.
When you check out equipment that you record media on the deadline assigned and return
equipment to the class.
That if you’re not interested in the class subject then you do not return to the class.
Assessments:
(If you are taking this class for internship credit)
Student assessments are based on class participation and the quality of your contribution to the class
project. If you are not participating in discussions and hands-on demos, asking questions and meeting
production deadlines then you will fail the class.
Syllabus: Documentary Film Making For Social Change
Semester 1: Pre-Production and Production
Weeks 1/2 Introductions & Examples of Social Justice Media
• Introduction to the course and expectations.
• Discussion: Re-creating society through media.
o “Society is not like a machine that is created at some point in time and then maintained with a
minimum of effort; a society is being continuously re-created, for good or ill, by its members.
This will strike some as a burdensome responsibility, but it will summon others to greatness.” John W. Gardener, “Self-Renewal”
o Define community; discuss issues and challenges in our communities.
• Presentation: Discuss Camera Basics (recording medium, camera resolutions, exposure,
lenses)
• Examples: Film History with emphasis on social justice documentaries.
o Watch clips from The Cove, The Farm, Gasland, etc.
Week 3 – Social Justice Documentaries: Witness.org
• Examples: Social Documentary films of today
o Examine the witness.org website and their film lessons.
o Examine Media that Matters & watch short films.
• Exercise: Write down three communities you’re involved in, one issue per community.
Everyone presents their issues in round table discussion.
• Discussion: Choose several topics to consider for the team film. What is each film idea
trying to say? What is the message?
Week 4 – Picking A Film Topic
• Discussion: Discuss each film topic in regards to the practicality of production, answering
these questions: Can we shoot this film? How would we shoot this film?
• Exercise: Pick the main topic for the class project by popular vote.
• Presentation: Guest producer: Documentary styles: go over and analyze different
documentaries that reflect: cinema verite, journalistic interview/B-roll, visual storytelling.
• Examples: Documentary styles: Watch and analyze different documentaries that reflect:
cinema verite, journalistic interview/B-roll, visual storytelling.
Week 5/6 - Pre-production:
• Discussion: What type of documentary style fits this topic?
• Presentation: Introduction to interviewing, writing questions, etc. B-Roll, what it is and how to
shoot it. Introduction to cameras, tripods, and mics.
• Exercise: How to shoot this film?
o List what elements we need in this film: interviews, B-roll, audio, archival materials, etc.
o Research and contact individuals needed to be interview. Set up appointments for the
next several weeks.
o Practice interviewing each other.
Weeks 7-8 – Production
• Presentation: Intro to Final Cut Pro with projected demo and every student having hands on
experience.
• Exercise: Shooting a film.
o Create a shooting schedule: who will shoot what and when?
o Begin production, filming during and outside of class.
o Import footage. Set up editing architecture.
o Look over clips and organize clips in bins.
Week 9 –Production Continued
• Presentation: Guest Speaker: an Editor. Will answering direct editing questions, discuss
career, present works.
• Examples: Study relevant documentary film clips.
• Exercise:
o Critique footage in regards to camera basics already covered in class. Set up
standards for improvement.
o Select clips, discuss content collected so far, create a master shot list of what is missing
and needs to be filmed.
Weeks 10-13 – Production Continued
• Discussion: How does what we have been filming match our original intent? What do we
need to change before the end of the semester? Is our film becoming a different film?
• Presentation: Guest Speaker
• Exercise:
o Editing and inter-cutting interviews with matching b-roll.
o Import footage and critique.
o Continue organizing clips in bins.
Semester 2: Post Production
(Note: Every student will have their own copy of the footage shot in Semester 1 on a computer editing station so
that every student will experience all aspects of video editing.)
Week 1 – Structuring the film/FCP Bins & Labeling
• Discussion: Continue the discussion from the end of Semester 1: Decide on the film's structure
and what it will say. Compare to the original concept.
• Presentation: FCP editing on the Timeline using tools: Blade, Highlighting, Ripple, Arrow
• Exercise: Practice editing
o Go over Bins and Clip labeling.
o Divide up the work of reviewing and labeling every clip.
o Practice editing a sequence:
Week 2/3 - Editing on the Timeline
• Exercise: Continue editing
o Start creating rough timeline.
o Divide editing team into creating different sequences, such as opening montage,
interview editing, etc.
o Editing continues until students can present a rough sequence
Week 4/5 - Precise Editing/Creating a rhythm & flow
• Presentation: How to finesse the editing on the Timeline using ripple and other tools.
• Exercise: Fine cut editing
o Creating a rhythm & flow to the sequence.
o Editing on the beat.
o Recognizing good transitions.
Week 6 - Rough Cut
• Exercise:
o Present re-edited timelines.
o How will the sequences cut together? In which order?
• Presentation: Demo a rough cut using the best of the edited Timeline sequences.
Week 7/8 - Titles, Transitions, Filters, Effects
• Presentation: Guest Speaker
o Demonstrates Adobe After Effects and what it can do for the class project.
o Advanced techniques in FCP demonstrated such as color correction, motion graphics,
audio editing.
• Exercise: Graphics
o Titles with FCP, Adobe Photoshop, After Effects, Live Type
o Editing teams apply relevant lessons to their sequences.
Week 9 – Post Color Correction, Audio Mixing, Music Rights
• Exercise: Apply post-production techniques to the film.
o Students begin mixing tracks and color correcting
o Practice audio lessons
• Presentation: Guest Speaker
o Audio Editing and Mixing using Pro-Tools, Sound Pro & FCP
o Music Rights, what's Legal vs. not legal and what does this mean?
Week 10/11 - Post Production: What Works & What Doesn’t Work In The Film
• Exercise: Finishing the film
o Hold a review screening for unbiased outside audience. Create questionnaire and
discussion topics for screening.
o If time allows hold two review screenings.
o Re-edit based on critique.
o Plan public screening
Week 12/13 - Final Screening
• Exercise: Picture lock, color correct, sound mixing, titles
• Final Community Screening
Websites & Films of Social Change
Websites:
1. Media That Matters produces an annual film festival of short films that promote social
change. Check out their website to watch many of these films.
2. POV & Independent Lens - two PBS series - screen annual series of feature documentaries,
some of which involve issues of social change.
3. Witness is a non-profit dedicated to worldwide citizen journalism, has great tools and lessons
for filming injustice and inequality in your lives. Watch concise, helpful film lessons here that
you can immediately apply to your work.
Films:
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1. Titticut Follies: Frederick Wiseman's expose on a mental institution in Massachusetts.
Banned for 24 years.
2. The Cove: A suspenseful piece exposing the secret slaughter of dolphins in a hidden cove in
Japan. First 15 minutes as a personal POV documentary about a large issue. Illustrate the
film’s impact on the plight of sea mammals.
3. Children Underground: The film follows the lives of a group Yugoslavian of homeless
children living in the subways. Start past titles, community of children amongst themselves.
4. The Farm: Beginning, middle & end. A document of a place, a community a story unfolding
with several major issues/conflicts documented.
5. Arya's Children: Opening through playhouse scene, for sense of community and conflict.
6. Harlan County, U.S.A.: Chapter titled First Month Of Strike as an example of
documentary footage filming a live, unfolding altercation between coal mine strikers and
police. Compare CU’s of faces to similar shots in Triumph Of The Will. Film made by young
woman, won AA.
7. Workingman’s Death: Brothers chapter, 9 minutes up until the ship pieces fall. Watch for
community, issues, interviews, and cinematography.
8. Triumph Of The Will : Chapter 15 as an example of documentary nonverbal propaganda using
strong film technique of camera angle and lens choice.
9. Gasland: First 10 min as an example of concise, coherently explanation of complicated
political and scientific issues of topical importance. The story is told through the filmmaker’s
personal story of being offered money for mineral rights below his family’s rural home
10. Housing Project: 13 minutes into the story (scene between cops and a possible drug buyer).
Frederick Wiseman’s objective non-intrusive camera style.
11. American Dream: Opening. Hormel meatpacking strike, a community issue.
12. Girlhood (WD): Opening. Story set up, long form/long term. Focus of the piece.
13. War Dance: First 15 min. Shows community and conflict. Cinematography, interviews,
reenactments.
FILM FOR SOCAL CHANGE
!!!!!!!!!!!
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ALC High School Leadership Development Class
“Like a machine that is created at some point in time and then maintained with a minimum of effort; a society is being
continuously re-created, for good or ill, by its members. This will strike some as a burdensome responsibility, but it
will summon others to greatness.”
- John W. Gardner “Self-Renewal”
Course Description:
In this class we will examine worldwide social justice issues and the documentaries that filmmakers
create in response to them. We will learn to recognize the issues in our own communities, identify different
styles of documentary filmmaking, and learn the steps needed to produce our own films. In addition to
studying documentaries, we will discuss film genres and how they influence storytelling and the audience.
Student Learning Objective:
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Learn how to identify local and worldwide social justice issues.
Develop and be able to discuss your own opinions of social media and its effect on society.
Recognize and discuss the different styles of documentary filmmaking and how they are utilized.
Identify different genres and styles of narrative filmmaking.
Gain an understanding of the steps involved in creating a documentary film.
Come up with an idea for a documentary based on issues in your own personal experience and in
your own neighborhood.
Complete the pre-production and visual planning for a short documentary film.
Assessments:
Student assessments are based on class participation and the quality of your contribution to the final
project. Students who have more than three absences, do not participate in class discussions, are disruptive, or
do not complete the final project will not pass the class.
Important Social Change Media Websites:
Media That Matters - Annual film festival of short films that promote social change
www.mediathatmattersfest.org
POV & Independent Lens - PBS series that annually screen feature documentaries
www.pbs.org/pov
www.pbs.org/independentlens
Witness – A non-profit dedicated to worldwide citizen journalism, has great tools and lessons for
filming injustice and inequality in your lives
www.witness.org
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 1
INTRODUCTION:
Introduce the course & expectations, go over the syllabus, and take attendance
The purpose of the class is to examine specifically films that have addressed an important issue and
have been the catalyst to change. Discuss different social issues.
1. Begin watching an important documentary film that impacted society. Be sure the film is
engaging and captures the student’s attention (maybe a film about youth?).
DOCUMENTARY:
What is a documentary? !
“A nonfiction film. Documentaries are usually shot on location, use actual persons rather than actors, and focus thematically
on historical, scientific, social, or environmental subjects. Their principle purpose is to enlighten, inform, educate, persuade,
and provide insight into the world in which we live.”
–Frank Beaver, Dictionary of Film Terms
Early Documentaries: (choose short sections and tell stories about each)
2. The Arrival of a Train at the Station, Lumiere Brothers, 1895
• World’s first public screening. People screamed with fright at the shot of the train
approaching the station (combination of observation and stylistic choices)
3. Nanook of the North, Robert J. Flaherty, 1922
• First feature length doc. Criticized for the use of reenactments and heightened drama
COMMUNITY:
Discuss what community is and how it affects us. Have each student write down what communities
they are a part of (family, school, friends, etc.) and the good and bad things about each community.
4. Continue watching the film shown earlier in the class and see if students can identify the
different communities in the film.
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 2
INTRODUCTION:
Introduce the similarities and differences between narrative and documentary filmmaking and the
challenges of each.
1. Begin to watch a documentary film that highlights cinema verite storytelling and that students
can relate to (Girlhood or something similar). Continue watching if there is time at the end of
class.
DOCUMENTARY FILMMAKING GENRE – CINEMA VERITE:
• New lightweight equipment in the 1950’s and 60’s
• New style of filmmaking from the French meaning “Film Truth” showing “life as it is”
• Pure documentary: no interviews, music, narration, or sound effects
• Problem: the presence of the camera changes the reality being filmed (people react to
cameras). What is film truth?
Examples of Cinema Verite:
2. Titicut Follies, Frederick Wiseman, 1967
• MA Superior Court ordered the film yanked from distribution and for all copies to be
destroyed. Wiseman appealed to courts, which allowed it to be shown only to doctors,
lawyers, judges, health-care professionals, and students.
INTRODUCE CLASS PROJECT:
Steps To Planning Your Documentary Film
1. Write out a list of your ideas. Choose the idea that tells a
personal story and is the most plausible to make.
2. Write out what your film is about (one paragraph) and why
you want to make it (one paragraph).
3. Create an outline identifying the beginning, middle, and
anticipated end of your film. Include any creative ideas for
how the film will look and the feel you hope to portray.
I.
Beginning/Intro
II. Middle/Conflict
III. End/Resolution
4. Research your topic and write a half page about what you
discover. Include interesting facts and statistics that relate
to the story you are trying to tell.
5. Decide and make a list of where you will film and who you
will/would like to interview.
6. Create a visual presentation that you can use to pitch your
film to the class. You may use photographs, storyboards,
trailers, or any other visual method you are comfortable
with.
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 3
INTRODUCTION:
Introduce the filmmaker’s ability to influence the audience to share a particular opinion or
point of view.
1. Begin screening an entertaining opinionated documentary (Michael Moore?). Discuss
the similarities and differences of what we are watching to a cinema verite film.
ART OF FILMMAKING: (view examples of each)
• Different Shots
• Lighting
• Cuts and Editing
• Audio
ASSIGNMENT:
Complete Set 1 in Planning Your Documentary Film. After it is completed have students
present what ideas they have and why they are interested in turning them into a film. Give
feedback and have students choose their final project idea.
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 4
INTRODUCTION:
The purpose of this class is for students to recognize three-act story structure and be able to
relate that to their projects. Be able to identify the beginning (intro), middle (conflict), and
end (resolution) of their own projects.
1. Watch a short film to demonstrate story arc
ASSIGNMENT:
Have students figure out and decide what the three-act structure of their stories will be.
Identify who the characters are and what the conflict is.
2. Watch an entire film noting what the three-act structure is.
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 5
INTRODUCTION:
Introduce social narratives and discuss pros and cons of making a narrative film verses a
documentary film (cost, manpower, etc.).
1. Look at projects on Kickstarter
2. Watch a social narrative film that addresses a specific issue (Do the Right Thing)
ASSIGNMENT:
Students must complete Step 2 in Planning Your Documentary
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 6
INTRODUCTION:
Ask students what their favorite films are and what has influenced them most growing up.
Discuss how media can change society. Site and watch specific examples
1. Watch clips of movies that changed society:
www.toptenz.net/top-10-movies-that-changed-the-world.php
ASSIGNMENT:
Step 3 in Planning Your Documentary is due next week
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 7
INTRODUCTION:
Continue examining documentaries and narrative films that made an impact on society.
Introduce how to make a visual presentation of the films they are planning.
1. Watch clips of movies that changed society
2. Look at examples of storyboards, trailers, etc. Try to get the students inspired!
ASSIGNMENT:
Finish Step 3 of Planning Your Documentary
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 8
INTRODUCTION:
Discuss film genres and see how many the students can identify. Introduce Comedy
1. Watch a series of Comedies that range from the silent era to today.
2. Watch films that demonstrate different types of comedy
ASSIGNMENT:
Step 4 of Planning Your Documentary will be due in the next class.
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 9
INTRODUCTION:
Introduce the Horror genre and discuss common filming techniques used in horror films.
1. Watch a series of Horror films that range from the silent era to today.
2. Watch films that demonstrate different types of horror (zombie, slasher, thriller, etc.)
ASSIGNMENT:
Talk to each student about where they are in the final project. Have them talk about and decide what
kind of visual they want to use for their presentation (storyboards, trailer, power point, etc)
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 10
INTRODUCTION:
Continue watching and examining films based on what the students are interested in.
ASSIGNMENT:
Complete Step 5 in Planning Your Documentary in class.
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 11
INTRODUCTION:
Continue watching and examining films based on what the students are interested in.
ASSIGNMENT:
Give students time to prepare for their final presentation, ask questions, etc.
FILM FOR SOCIAL CHANGE LESSON PLAN: WEEK 12
Final Project Presentations Due
!
LIST OF FILMS TO WATCH:
A Night At The Opera: Crowded Cabin Scene, Marx Brothers
Children Underground, Edet Belzberg, 2001 (opening)
City Of God, Directed by Fernando Meirelles, 2002
Dark Days, Marc Singer, 2000 (opening)
Do The Right Thing, Spike Lee, 1989 (entire film)
Dracula: Dead and Loving It, Mel Brooks (53:40)
Evil Dead 2, Sam Raimi, 1987 (woodshed/demon hand scene)
Fahrenheit 9/11, Michael Moore, 2004 (opening until the title)
Food Inc., Directed by Robert Kenner, 2008 (opening)
Gasland, Josh Fox, 2010 (opening)
Girlhood, Liz Garbus, 2003 (entire film)
Harlan County USA, Directed by Barbara Kopple, 1976
King Kong, 1933
Music Box, Laural and Hardy
Nanook of the North, Robert J. Flaherty, 1922
One Week, Buster Keaton, 1920
Psycho, Alfred Hitchcock, 1960 (shower scene)
Richard Pryor: Live On The Sunset Strip (30:50 ish? – Africa bit)
Roger and Me, Directed by Michael Moore, 1989
Sicko, Michael Moore
The Arrival of a Train at the Station, Lumiere Brothers, 1895
The Birds, Alfred Hitchcock, 1963
The Cove, Louie Psihoyos, 2009 (entire film)
The Garden, Scott Hamilton Kennedy, 2008
The Thin Blue Line, Directed by Errol Morris, 1988
Titicut Follies, Frederick Wiseman, 1967
Waiting for “Superman”, Directed by Davis Guggenheim 2010
War Dance, Sean Fine & Andrea Nix, 2007
!
!
!
!
!
!
FILM FOR SOCIAL CHANGE
ALC FALL 2011
NAME
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Documentary Project
ALC Film For Social Change Class
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PLANNING PRESENTATION
DOCUMENTARY FILMMAKING FOR SOCIAL JUSTICE
!
8-Week Summer Session for High School Students
!
Course Description:
This class is a call to action for students and instructors to make a difference in their community by
producing a film about a community issue and screening the film for the public. This intensive eight-week
class (meeting for two hours three times a week) will teach the basics of documentary film production as
well as encourage students to examine worldwide social justice issues and make a film about the stories in
their own neighborhoods.
!
Learning Objectives:
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Develop critical thinking skills and learn to recognize filmmaking techniques.
Learn the fundamentals of film language including standard shots, camera movements,
lighting and composition through hands-on video shooting.
Learn how a video camera works by using manual features including lenses, focus,
exposure, shutter speed, data rates and HD aspect ratios.
Learn how to shoot an interview, formulate questions for subjects and think of follow up
questions through in-class practice interviewing.
Learn the basics of story structure by creating a structure for a proposed film, first creating
an outline, then creating a narrative structure of what the students propose the film will say.
Gain basic knowledge of Final Cut Pro editing software.
Develop critical skills in listening by editing interviews into a narrative storyline.
Develop critical skills in visualization by editing imagery into a visual narrative storyline.
Demonstrate what they have learned by producing a complete film with a structured story
involving social justice in the community.
Engage in community organizing by creating a successful public screening of the film
followed by a discussion with the audience.
Class Expectations:
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Pay attention to the films screened in class especially in regards to why they are being
screened.
Participate in class discussions about the films.
Come up with film ideas for class projects.
Participate in hands-on practice sessions with the equipment.
Only use the computers when directed.
Turn off all cell phones.
When you check out equipment that you record media on the deadline assigned and return
equipment to the class.
That if you’re not interested in the class subject then you do not return to the class.
Syllabus:
Week 1, Class 1- Introductions & Examples of Social Justice Media
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•
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Introduction to the course and expectations.
Discussion: Re-creating society through media.
o “Society is not like a machine that is created at some point in time and then maintained with
a minimum of effort; a society is being continuously re-created, for good or ill, by its
members. This will strike some as a burdensome responsibility, but it will summon others to
greatness.” -John W. Gardener, “Self-Renewal”
Presentation: Film History Power Point
Examples: Social Justice Documentaries
1. Look at the website MEDIA THAT MATTERS, an annual film festival of short films that make
a difference. Films made by professionals and youth.
Books Not Bars -- http://www.mediathatmattersfest.org/films/books_not_bars/
Exiled In America -- http://www.mediathatmattersfest.org/films/exiled_in_america
2. The Cove: First 15 minutes as a personal POV documentary about a large issue. Illustrate
the film’s impact on the plight of sea mammals.
3. Triumph Of The Will: Chapter 15 as an example of documentary nonverbal propaganda
using strong film technique of camera angle and lens choice.
4. Harlan County USA: Chapter titled First Month Of Strike as an example of documentary
footage filming a live, unfolding altercation between coal mine strikers and police.
Compare CU’s of faces to similar shots in Triumph Of The Will. Film made by young
woman, won AA.
5. Gasland: First 10 min as an example of concise, coherently explanation of
complicated political and scientific issues of topical importance. The story is told
through the filmmaker’s personal story of being offered money for mineral rights
below his family’s rural home.
Week 1, Class 2- Community Issues & Stories/Camera Basics
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Discussion: Define Your Community. We all live in several communities (family, school,
neighborhood, etc) Is your life perfect? What are community issues? What are you concerned
about in each of your communities?
Presentation: Camera Basics Power Point (Recording Medium, Cameras, Resolutions)
Examples: Social Justice Documentaries
1. The Farm: Beginning, middle & end. A document of a place, a community a story
unfolding with several major issues/conflicts documented.
2. Housing Project: 13 minutes into the story (scene between cops and a possible drug
buyer). Frederick Wiseman’s objective non-intrusive camera style.
3. American Dream: Opening. Hormel meatpacking strike, a community issue.
4. Arya’s Children: Opening through playhouse scene, for sense of community and conflict.
5. Children Underground: Start past titles, community of children amongst
themselves.
Exercise: Everyone write down three communities they’re involved in, one issue per
community, whether or not they want to make a film about it. Then we discuss.
Week 1, Class 3- Community Issues & Film Ideas
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•
Discussion: Discuss the community ideas presented in the last class and how practical
they would be to make a film about.
Presentation: Camera Basics Power Point (Exposure, Lenses)
•
Examples:
1. Workingman’s Death: Brothers chapter, 9 minutes up until the ship pieces fall. Watch
•
for community, issues, interviews, and cinematography.
2. Girlhood (WD): Opening. Story set up, long form/long term. Focus of the piece.
3. War Dance: First 15 min. Shows community and conflict. Cinematography, interviews,
reenactments.
Exercise: Decide upon a topic for the film from the community topics discussed
Week 2- Pre-Production
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Discussion: Discuss the techniques in shooting a successful interview.
Presentation: Introduction to cameras, tripods, and mics.
Exercise: Research and contact individuals to participate in the film. Formulate
questions for subjects and think of follow up questions through in-class practice
interviewing. Look for locations to shoot b-roll.
Week 3- Production
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Discussion: Discuss the techniques in capturing compelling b-roll.
Presentation: Guest Speaker
Exercise: Begin gathering b-roll footage and conducting interviews. Set up editing
architecture and begin importing footage.
Week 4 – Finish Production
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Discussion: Talk about narrative structure as it applies to documentary filmmaking
Exercise: Finish conducing interviews and gathering b-roll. Import and convert
footage. Create an outline of what the film will say including introduction, conflict, and
resolution.
Week 5 – Post-Production
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Discussion: Decide the sections of the film that each student will focus on.
Presentation: Introduction to Final Cut Pro
Exercise: Begin editing interviews and deciding where sound bits fit into the film’s
story structure
Week 6 – Continue Post-Production
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Discussion: Evaluate the progress of the film and what it needs to be completed
Presentation: Guest Speaker
Exercise: Continue editing interviews and begin matching b-roll. Shoot any extra
footage as needed.
Week 7 – Finish Post-Production
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Exercise: Picture lock, adjust audio, and complete titles. Plan for Community
Screening
Week 8 – Community Screening
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Exercise: Export and compress film. Prepare for and participate in Community
Screening.
FILMMAKING WORKSHOP
!
8-Week Repeating, 3 Class/Week Film Workshop for Middle School Students
!
Course Description:
The purpose of the class is to teach students how to tell a visual story by the correct
usage of flip cameras, shots, audio, and editing. In these 8 weeks of workshops, students
will make two videos working on them for 4 weeks each.
Learning Objectives:
• Learn how to correctly use flip cameras
• Learn how to shoot a variety of different shots
• Become familiar with the fundamental elements of a story
• Learning how to work in a team
• Get experience in how to plan a film
• Learn the basic rolls involved in making a film
• Successfully plan for, film, and short films from 4 different genres
!
Syllabus:
WEEKS 1-2: CHASE SCENE
Day One: Intro to Filmmaking
• Introduce the class with showing a chase scene (From Casino Royale)
o http://www.youtube.com/watch?v=jJubOZLpp4A&feature=related
• How to tell a story
o Fundamentals of a story: Three act structure, Characters, Conflict
o Show an example of visual storytelling from:
! Buster Keaton, One Week (on Netflix)
! Pickpocket (chapter 3)
• Introduce filmmaking with shots
o Teach basic shots with visual aids (Look at DVD for illustrations)
! CU, MS, LS/WS, Dolly/Tracking, Panning/Tilting,
o No zooming or unnecessary camera movement
o Use tripods or hold it steady!
• Filming with the Filp
o Live demo shooting with the flip and project on the screen
! Have students practice getting all of the different shots
Day Two: Planning
• Deciding on a Story
o Break up into teams of 4 or 5 (each led by a high school staff/volunteer)
o Come up with a story that has a 3 act story structure (intro, conflict, resolution)
• Complete planning
o Complete storyboards to include all shots and camera moves
• Break up students rolls (who will film, direct, act, etc)
Day Three: Filming
FILMMAKING IS PROBLEM SOLVING! – If your group encounters a problem, such as a
team member does not return to help film, SOLVE THE PROBLEM and move on. BE FLEXIBLE.
• Commence filming
o You do not need to film in sequence but you can
o Follow the storyboard as closely as possible but leave room for improv or
happy accidents
o Be sure the director yells “Roll Camera, Camera Rolling, Cut”
Day Four: Editing
• Editing commences with teams
o Every student should have their be on a computer and have their own copy of
the project to edit.
o Remember to stress that editing is about making choices of what to use and
what to throw away.
Days Five & Six: Post-Production
• Add music, titles, and sound effects
• Watch all of the films!
WEEKS 3-4: DIALOGUE SCENE
Day One: Intro to Dialogue
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Introduce how to film a scene of dialogue between two people
o Show 2 examples
Intro of basic shots
o OTS, POV, Reaction, CU, Cut Aways in dialogue, Master Shot
How to use a boom pole and shotgun mic hooked to a vixia camera
How to structure a scene of dialogue that turns into an argument
Day Two: Planning
• Break up into teams of 4 or 5 and build a story around an argument unfolding in
dialogue (each team lead by an adult or high school staff/volunteer)
o What happens, where, and who are the characters?
o 3 act story structure
o Storyboards (each shot drawn/described in sequence)
Day Three: Filming
• Commence Filming the scene of dialogue in the following order:
o Master shot, Over the shoulder, Reaction shots, Point of view shots, Close ups
o Be sure the director yells “roll camera, camera rolling, cut”
• Gather at the end and review what happened on each team, what they learned
today, problems solved.
Day Four: Editing
• Film the remainder of the story – the before and after argument parts
• Editing commences with teams – edit the dialogue first!
Days Five & Six: Post-Production
• Adjust audio, add music, titles, and sound effects
• Watch the films!
WEEKS 5-6: HORROR SCENE
Day One: Intro to Horror
• Go over the ground rules and Horror Genres
• Watch a few examples of horror films and have students identify what genre they are
from
• Review camera shots
Day Two: Planning
• Have students plan out what story they want to tell and how they are going to tell it
• Storyboard the action
• Divvy up responsibilities
Day Three: Shooting
• Finish any planning for the film
• Shoot the scene using different shots, camera movements, and dialogue
Day Four: Begin Editing
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Days
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Finish shooting your scene
Begin editing the story together using FCP
Five & Six: Post-Production
Finish editing the footage
Add music, sound effects, special effects, and credits
Screen your film!
WEEKS 7-8: COMEDY SCENE
HORROR SCENE
GROUND RULES:
1. Be respectful to everyone
2. No favoritism when picking teams –
Don’t leave anyone out!
3. Participate in class activities
4. Have fun!
HORROR GENRES:
1. Suspense/Scary/Creepy
2. Slasher
3. Monster
4. Possession/Supernatural
5. Zombie
6. Haunted House
SHOT
1.
2.
3.
4.
5.
6.
7.
REVIEW:
Master Shot
Wide Shot/Long Shot
Medium Shot
Close Up
Extreme Close Up
Dolly/Tracking
Panning/Tilting
Basic Camera Shots Sizes, Angles, and Moves
SHOT SIZE
WIDE SHOT (W): A long distance between the camera and the subject. The
audience can see the entire action of the scene.
MEDIUM SHOT (M): A medium distance between the camera and the subject.
The audience can only see a limited section of the scene.
CLOSE-UP SHOT (CU): A close distance between the camera and the subject.
The audience can only see a small detail of the action. Used to emphasize
something important to the audience.
EXTREME CLOSE-UP (ECU): Used to show small details.
TWO SHOT (TS): Usually a medium shot that shows two characters interacting in
a scene.
ZOOM: Using the camera lens to increase or decrease the size of the shot.
CAMERA MOVES
PAN: A horizontal movement from one side of the action to another.
TILT: A vertical movement up and down the action.
DOLLY: Camera moves smoothly backwards and forwards (usually placed on a
dolly track although a chair can be used as well!)
TRACKING: Camera moves with a person or moving object. The camera tracks
the person or object.
CAMERA ANGLES
BIRD’S EYE VIEW: A panorama shot showing everything from on high.
HIGH: A camera angle which looks down on the subject or action. Can be used to
make a subject look small and weak.
EYE LEVEL: A camera angle that is even with the subject’s eyes. Used as a
neutral shot.
LOW: A camera angle which looks up at the subject or action. Can be used to
make a subject look strong and powerful.
DUTCH ANGLE: Camera is slanted. Every camera shot does not need to be
straight but there should be a reason for your camera to be at an angle.
POINT OF VIEW (POV): A shot used to see the action through the subject’s
eyes. The audience sees whatever the character is looking at and from the angle
that the character is looking at it.
REACTION SHOT: A shot that shows how a character is responding to the action.
Movie Cloze:
Fill in the blanks below in the words in the box:
action
actors
animation
blockbusters
cameo
camera
character
comedy
critic
documentary
extra
genre
horror
plot
projector
scenes
sci-fi
screen
sequel
setting
star
theater
ticket
usher
Parts of the Movie:
The place or time a movie takes place is called the _________________. What
happens in a movie is called the _____________. A movie is usually broken up into
many _________________. The movie is filmed with a ________________.
People in Movies:
The people who act in the movie are _________________. A _______________ is a
part that an actor plays. The main actor is sometimes called the
____________________. When a famous person has a short appearance in a film it
is called a ___________________. An ______________ is an unimportant person
who acts in the background. A ________________ is a person who watches movies
and writes reviews about them.
Movie Genres:
The type of movie is the movie _________________. A movie that makes you laugh is
a ___________________. A movie that makes you scream is a
___________________. A movie that is exciting with lots of guns and explosions is an
_________________ movie. Movies about the future or space are known as
__________________ films. And a movie about real life is a
_______________________. An __________________ film has cartoon characters.
Blockbusters
Movies with big budgets that sell a lot of tickets are called ______________________.
Many of these movies do so well that movie producers make a _______________, or
part II.
At the Theater:
The place where you watch a movie is
called a _________________. To see a
movie, usually, you have to buy a
__________________. The movie is
projected onto a large _______________
using a movie _________________. An
__________________ is a person who
shows you to your seat and makes sure
everybody is quiet during the movie.
Across
Down
1 Part II (6)
1 A movie in space. (5)
4 The story. (4)
2 A main actor. (4)
8 A movie award. (5)
3 A big movie production. (11)
9 Someone who writes movie reviews (6)
5 A cartoon film. (9)
10 One of the many people who act in the background
of a movie. (5)
12 A movie about real life. (11)
15 A short movie appearance by somebody famous. (5)
16 Where a movie takes place. (7)
19 A short segment of a film. (5)
20 Lights, explosions, and computer
graphics. (7,7)
6 A funny movie. (6)
7 A scary movie. (6)
11 Schwarzenegger's film genre. (6)
13 Famous movie alien. (2)
14 What you use to film a movie. (6)
17 Kind of movie. (5)
18 Famous movie shark. (4)
Movie Word Search
action
actor
animation
blockbuster
cameo
camera
character
comedy
critic
documentary
extra
genre
horror
plot
projector
scene
sci-fi
screen
sequel
setting
star
theater
ticket
usher
IF I HAD A TRILLION DOLLARS
!
3-Day Summer Camp Film Class for Middle School Students
!!!
Course Overview:
What does 1 trillion dollars look like? If you had a trillion dollars what would you use it for? What
are the issues in our communities? If we had a trillion dollars what could we do to help fix the problems in
our communities? Instead of spending a trillion dollars on the war effort, how could we use that money to
help our own neighborhoods?
Examples: http://www.globalresearch.ca/index.php?context=va&aid=12754!
The $1 trillion spent yearly on the U.S. military
The $1 trillion spent on the wars in Iraq and Afghanistan
The $1 trillion plus in tax cuts for the wealthiest Americans
Learning Objectives:
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Gain an understanding of community and community issues
Learn how to visualize a film by writing an outline, script, shot list and/or storyboard
Learn how to use the flip cameras by shooting as many standard shots and camera movements as
possible.
Pay attention to the audio that is being recorded.
Learn the basics of using Final Cut Pro: adding clips, music, and titles
Steps In Making Your Video In Three (3) Days:
Class 1- Introductions & Brainstorming
1. What do you want to say?!
a. What is your message on the $$?!
b. What is your comment on what the $$ is being used for?!
c. What would you do with the $$?!
2. How do you want to say it?!
a. You can use music, action sequences, dance, drama, visuals, talking, acting. The sky is the
limit! !
3. Write an outline, script, shot list and/or storyboard!
4. Divide up responsibilities: talent in front of camera, camera operators, etc. Get everyone involved!!
Class 2- Filming
Presentation: Basic Film Lessons Power Point !
1. Start shooting as soon as you get the OK from Jerold or Melinda. Use as many of the standard
shots & camera movements as possible.
2. Spend time getting your shots right. Review shots and be sure the shots are what you want before
moving.
3. Audio: Are you recording talking? Be sure camera is near mouth of speaker, that speaker is talking
loud, try using a microphone; get help from Jerold or Melinda.
Class 3- Editing
1. Editing: Gather your team around the computer. Get everyone involved in making decisions.
Rotate team members behind the computer. Sometimes one student can use mouse while
another uses keyboard.
2. Music: Encourage your team to write lyrics, create loops or music on Garage Band.
a. Download free unrestricted music from links at this site:
https://creativecommons.org/0*26-legalmusicforvideos
Film Guidelines:
• Three Minutes Maximum Length.
!
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No copyrighted music.
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No images from the Internet.
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Video must reflect or react to the US budget of One Trillion Dollars spent on
defense & war.
•
Be creative. Have fun!
DIGITAL STORYTELLING
!
3-Week Community Class
!
Course Description:
Digital Story: A short, first person video-narrative created by combining recorded voice, still and
moving images, and music or other sounds.
Digital Storyteller: Anyone who has a desire to document life experience, ideas, or feelings
through the use of story and digital media. Usually someone with little to no prior experience in the
realm of video production.
Learning Objectives:
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•
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Learn what digital storytelling is and how we can create a story through photos
Choose a story to tell and gather the proper media
Gain experience with scanning photos, using iMovie, importing music, and recording voiceover.
Expectations:
• Pay attention and participate in class discussions
• Come up with an idea and gather materials for your digital story
• Only use the computers when directed
• Turn off your cell phone
Steps In Telling A Digital Story:
Week 1 – Introduction & Scanning Media
• Examples:
http://www.storycenter.org/index1.html (website- lots of films)
http://www.storycenter.org/stories/index.php?cat=4 Minutiae
http://www.storycenter.org/stories/index.php?cat=4 Learning to Ride
• Discussion:
o What do you want to make your film about? Family/children, event good/bad,
your life/hobby.
o What media do you have? Photos, video, music.
• Exercise:
o Begin scanning and importing media
o Create individual folders for each student
Week 2 – Editing
• Exercise:
o Introduce iMovie and import all media
o Edit together footage and photos
o Import and add music if desired
o Record and add voice over
Week 3 – Class Screening
• Exercise:
o Finish digital stories and export
o Screen all of the projects for the class
Bresee Equipment Agreement
I, ___________________________________, understand that I am responsible for the
following equipment loaned to me by the Bresee Foundation:
I will return this equipment on the date specified and will be responsible for any
damages done while it is checked out to me.
________________________
Date Checked Out
________________________
Date Due Back
________________________________________________________________________
Student Signature
Phone Number
_______________________________________
Bresee Staff Signature
Bresee Equipment Agreement
I, ___________________________________, understand that I am responsible for the
following equipment loaned to me by the Bresee Foundation:
I will return this equipment on the date specified and will be responsible for any
damages done while it is checked out to me.
________________________
Date Checked Out
________________________
Date Due Back
________________________________________________________________________
Student Signature
_______________________________________
Bresee Staff Signature
Phone Number
BRESEE EQUIPMENT CHECK OUT
NAME
EQUIPMENT #
DATE
OUT
DATE IN
STAFF
INITIAL
BRESEE EQUIPMENT LIST
Camera
Canon VIXIA HF R100
1 body, batt, 8 Gb card
Canon Power Supplies: 7
Kodak Zi8 Flip (HD)
1 body, 4 Gb card, soft case
Kodak power supplies: 3
Kodak SD Flip
1 body
STOLEN: F08, F11, F12
BROKEN: F06
Canon PC1309
1 body, batt, 2 Gb card
STOLEN: C06
BROKEN: C10
Canon PC1106
1 body, batt, 1 Gb card
Sony S650
1 body, batt, 500 Gb card
Numbers
vixia
vixia
vixia
vixia
vixia
Condition
01
02
03
04
05
K01
K02
K03
K04
K05
F01
F02
F03
F04
F05 (HD)
F07
F09
F10
damaged - body/lens
damaged - body/lens
damaged - on/off button
C01
C02
C03
C04
C05
C07
C08
C09
C3A
S01
S02
Canon Rebel T2i
1 body, batt, 16 Gb card, 18-55mm
lens, charger, WA converter, hood
Canon Elura 70
Elura 70
1 body, batt, WA adaptor
Canon ZR960
C1B
1 body, batt
Panasonic PV-L759
DECK ONLY
BRESEE EQUIPMENT LIST
TRIPOD
Sunpak 8001 UT
1 tripod, shoe
NUMBERS
CONDITION
SUN 01
SUN 02
SUN 03
Velbon 607
1 tripod, shoe, case
VEL 01
BROKEN - head
Velbon Stratos 470
1 tripod
VEL 02
damadged - missing shoe
Bogan Manfrotto 3433
1 tripod, shoe
BOG 01
MX 1000
1 tripos, shoe
MX 01
Sony VCT-870RM
1 tripod, shoe
SO 01
Silk SDV-540
1 tripod, shoe, case
SIL 01
damaged - missing handle
damaged - missing screws for head
Bresee Media Lab Hard Drives
ARCHIVE #1
(11 GB)
ARCHIVE #6 YAMS (FULL)
•
Belmont Class Exercise
•
logo_YAM.png
•
Belmont Films
•
YAM Festival ‘10
•
Bresee Logos
•
YAM Student Films ‘10
•
Flash Docs (Jerold)
•
YAMHourLoop
•
Laposada
•
YAMLOGO
•
Photography Lessons
•
Train The Trainers ‘09
ARCHIVE #2
ARCHIVE #3
(Empty)
(Empty)
ARCHIVE #4 (180 GB)
BRESEE MEDIA #1
(17 GB)
•
AMP
•
AUCTION (’06-’11)
•
BRESEE ARCHIVES
•
PROGRAM VIDEOS
•
STUDENT PROJECTS
•
YOUTH FILM FESTIVAL (’06-
•
Bimini Baths
•
Bimini Stories
•
BLOG PROJ
•
Digital Stories
•
AMP
•
FCP Class Project
•
AUCTION
•
Jeanne Backup
•
BRESEE ARCHIVES
•
KnockStudy ‘10
•
PROGRAM VIDEOS
•
STUDENT PROJECTS
•
YOUTH FILM FESTIVAL
ARCHIVE #5 GOALS 4 LIFE (130 GB)
’11)
BRESEE MEDIA BACK UP (14 GB)
•
Boris Yosemite ‘08
•
Carmelo/Boris temp
•
G4L Bresee Project ‘09
•
Camino Lip-Sync
•
G4L Camp ‘10
•
Celebrating or Separating
•
G4L Student Projects
•
Foundrie
•
G4L Videos
•
Senior Dinners
•
SERVICE G4L VIDEO
BRESEE MEDIA #2
(1.86 TB)
BRESEE MEDIA #3 EDITING (350 GB)
•
Camino Lip-Sync
•
Celebrating or Separating
•
Foundrie