goals :: structure :: activities :: expectations :: policies
* README!: what will be expected of you, and what this course is not about
* course structure
* coursework, activities, projects
* learning goals, student assessment
* grading and attendance policies
* teaching methods, tools, resources
* laptop policies
* fees and expenses
README!
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 likely be expected to learn some of this on your own with the help of online resources. Your instructor will probably not know every detail about editing software, laptops, electronic journals, camcorders, etc. What a nice thought, but it’s no longer a reality in a world where software versions and equipment models can become obsolete in less than the duration of a semester. 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. Your instructor is an expert guide into the realm of thinking, creating, and communicating; but, like everyone in the field of new media, s/he is very much self-taught and in a constant state of learning and re-learning. If you cannot respect or appreciate this, or want a classroom experience where the teacher always has the answer, this is probably not the appropriate course for you.
Bottom line: carefully review the information below. If you are not prepared to accept these terms, you will not be happy or successful in this course. You should drop the course immediately, which will perhaps give another student the opportunity to enroll.
things you will need
mini DVD tapes (they can be purchased at Target, Walgreens, etc.) OR SD cards
a notebook/journal
headphones
digital camera or cell phone camera
course structure
The Writing with Video curriculum is divided roughly into three sequential learning modules. Below is a very general outline of each module, but individual instructors generally provide their own variations and interpretations of this structure. Students should consult the instructors.sections component of this site for specific syllabi and activities for their section, and the modules.coursework component for more details on the modules themselves.
Module 01:: the basics
. creativity and writing: reading, discussion, and activities
. video: a powerful communication language
. basic concepts and strategies for building time-based narratives
. technical: introduction to camcorders, Mac laptops, editing software, electronic journal, etc.
Module 02 :: the art of the real
. video pre-production: thinking, brainstorming, conceptualizing, storyboarding
. social engagement and improvisation: the art of the interview
. research: video as a tool to gather information
. organizing complex tasks/ideas: shot lists, paper edits
. rehearsal: work-in-progress, multiple drafts, fine tuning (more improvisation)
Module 03 :: through my eyes
. beliefs and values: self-reflection and personal manifestos
. making the personal universal and the universal personal
. the sophisticated media consumer: deconstructing media messages
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.
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. Your instructor can explain this document in more detail, but basically 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. Your instructor will use this as a tool to evaluate your performance and assign grades.
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 on the Modules page. Missing a screening day will result in a ½ letter grade drop.*Please note: As stated in the overall guidelines for the class, your grade will drop by ½ letter grade if you have more than four absences throughout the entire semester.
Students complete three course modules. Each course module includes its own grading rubric that gives explicit criteria on how each of the three categories above will be assessed. As the semester progresses, each project module increases in weight as your authoring skills grow and develop. The overall grade for this course is based on the following percentages:
20% Module One
30% Module Two
40% Module Three
10% Master Rubric
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. After that, each additional absence will result in reduction of a student’s final grade by 1/2 a grade point. An absence counts as any time a student is not physically in the classroom and/or misses more than half of the class that day, regardless of reason or circumstance. If you believe that you should have an absence excused, please contact the course administrator, Joseph Squire. Irregular attendance may also affect a student’s access to a Mac laptop. See the laptop policies below.teaching methods, tools, resources
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
* presentationstools and resources
Students enrolled in Writing with Video are allowed to check out a mac laptop from CITES for the duration of the semester. This will be your 24/7 writing journal, production studio, research library, social network, and publishing platform. Instructors will give details on visiting the Oregon CITES facility to procur a machine.Enrolled students can checkout a variety of video production equipment from the Art+Design checkout window, located on the 3rd floor of the Art+Design building. This includes a limited supply of camcorders and a basic array of tripods, microphones, etc. Instructors will provide more details.