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Digital Documentaries

Student Handouts

©2004 Teaching Matters, Inc

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

All content herein is copyright 2004

Teaching Matters, Inc.

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[212] 870-3505

www.teachingmatters.org/digidocs


Road Map for a Personal Narrative


Road Map for an Informational Documentary


Road Map for a Public Service Announcement


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


Personal Narrative Documentary Rubric


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




Variety and Pacing




Uses only an interview with no other media

Production Values


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


Public Service Announcement Documentary Rubric


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




Variety and Pacing




Uses only one medium

Production Values


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


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


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


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


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


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


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? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________


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


Student Project Checklist for an Informational Documentary


project folder



Take notes

Organize notes

Contact interviewee and schedule interview date

Write report on topic










Edit the storyboard

Sequence the clips






Assessment

Film Festival


Student Project Checklist for a Public Service Announcement


project folder



Research and take notes

Organize notes and write outline

Draft script










Edit the storyboard

Sequence the clips






Assessment

Film Festival


Storyboard

What You See What You Hear


Sample Storyboard

What You See What You Hear


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...”


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)


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


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


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


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.


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


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.