Syllabus
Art 250: Writing With Video | Spring 2011
This course is meant to be fun, engaging, and exciting — and, indeed, this is the experience that the majority of former students have enjoyed. But be clear on a couple of points:
It’s about more than making video
In addition to learning how to shoot and edit video, you will also be expected to think, reflect, and write. This is not a filmmaking class where you can indulge your fantasies of making music videos, or get college credit for making silly movies with your roommates. This is a course where you will use video to explore the challenges of thinking creatively and critically, while exploring the pleasures and perils of composing and communicating ideas that matter. No exceptions.
Technique, technology, and software
The purpose of this course is not to transform you into a Hollywood filmmaker in 15 weeks, or to give you encyclopedic advanced experience with editing software. Our goal is to give you a basic introduction to simple tools that, while limited in what they can do, will allow you to make interesting work (provided you have started with interesting ideas and are willing to work hard). We will not spend extensive amounts of time training you on software and, in fact, you will be expected to learn much of this on your own with the help of online resources. You are all working with different software programs, so it is impossible for me to know every detail about them all. Be prepared to do some exploring and digging on your own, ask a classmate to share information, and share with others what you know and have discovered.
Also, when working with this technology something will inevitably go wrong. Please be patient. I guarantee that you will all encounter a technological issue that is frustrating–that’s just the nature of video authorship.
Things you will need
a laptop with video editing software (iMovie [mac] or Windows Movie Maker [pc] should already be installed on your laptop)
mini DV tapes or SD cards (both can be purchased at Target, Walgreens, etc.)
headphones
digital camera or cell phone camera
Coursework, activities, projects
In a typical week, students will be reading, writing, working on video projects, and participating in classroom discussions and critiques. There are three main types of student activity that will ultimately constitute visible evidence for ultimately assessing performance and assigning grades:
finished video projects
Each course module includes a significant creative video production project.
electronic journals
Every student will maintain a WordPress electronic journal (provided as part of the class).
classroom participation
Students will screen and discuss videos, their own work and the work of other students, and engage in a variety of group classroom activities on a regular basis.
Course structure
The Writing with Video curriculum is divided roughly into three sequential learning modules. Below is a very general outline of each module.
Module 01:: the basics
creativity and writing: reading, discussion, and activities
technical: introduction to camcorders, editing software, electronic journal, etc.
Module 02 :: the art of the real
research: video as a tool to gather information
thinking, brainstorming, conceptualizing, storyboarding
rehearsal: work-in-progress, multiple drafts, fine tuning (improvisation)
Module 03 :: this i believe
beliefs and values: self-reflection and personal manifestos
transcending the personal: from manifesto to social document
the sophisticated media consumer: deconstructing media messages
Grading
Each project module is worth 100 points and will follow this general break down
Writing = 33 points
In class writing, journal entries, and written homework assignments will be evaluated at the end of each project module. Late assignments will receive a ½ letter grade drop.
Video = 34 points
Rough drafts, and final video projects will be evaluated at the end of each project module. Late video projects will receive a ½ letter grade drop.
Participation = 33 points
Participation will be evaluated at the end of each project module. Participation is key to this course especially on screening days, so please note those dates in the Class Schedule. Missing a screening day will result in a ½ letter grade drop.
Learning goals and student assessment
Learning outcome goals for Writing with Video can be organized into the five categories below.
* creativity and innovation
* communication
* critical thinking
* personal skills
* technical ability
For a complete breakdown of all assessment criteria, refer to the Master Rubric. You can think of this as a map that defines all the qualities we want to help you develop and/or build upon. All coursework and activities have been designed to assist you in honing your skills in these areas.
Attendance
Regular attendance (and punctuality) is imperative and expected, and lack of attendance will have concrete negative consequences.
No student should miss more than three classes during the entire semester (this includes absences due to illness, travel, interviews, etc). Each additional absence will result in reduction of a student’s final grade by 5 percentage points (93% A becomes 88 B+). Additionally, three tardies (5 min late) equal one absence.
Teaching methods
This is a very ‘hands-on’ course. We will try to maximize the ‘making’ and ‘participating,’ and limit the time spent sitting through a lecture. Here is a partial list of what to expect:
* lots of information, advice, and directed writing that will help you with: journal writing, brainstorming, conceptualizing, visualizing, planning, evaluating, and reflection
* substantial opportunities to make videos: short and long-term exercises and projects
* training and proficiency sessions with relevant equipment and software
* discussion and critique, group brainstorming
* viewing relevant video and cinematic work
* reading important texts
* presentations