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Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
Documentary Making 101
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Documentary Making 101

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Tutorial created to teach elementary school educators about the basics of documentary making.

Tutorial created to teach elementary school educators about the basics of documentary making.

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  • WOW! This helped me soooo much in creating a lesson for my students!!!! Thank you!!!
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  • This is a LIKE. Thanks Andy
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  • Thanks Andy that was helpful
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  • Thanks so much! This will help me in explaining Documentary making to my students.
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  • 1. Documentary Making from Start to Finish Andy Carvin www.andycarvin.com www.digitaldivide.net [email_address]
  • 2. What is a Documentary?
    • doc·u·MEN·ta·ry:
    • A work, such as a film or television program, presenting political, social, or historical subject matter in a factual and informative manner and often consisting of actual news films or interviews accompanied by narration.
    • Or in simpler terms:
    • A nonfiction story told through moving images and sound.
  • 3. Essential Elements
    • Images: people, places, things, text, etc.
    • Sound: narration, voices, music, sound effects, background sounds ("nats")
    • Edits: The integration of images and sound
  • 4. Images+Sounds+Edits=Style
    • You strike a balance based on what you wish to communicate:
    • Fast edits and loud music to convey action
    • Disjointed images and unusual pacing
    • Straightforward editing for a journalistic feel
  • 5. The Documentary Team
    • Executive Producer
    • Producer
    • Researcher
    • Writer
    • Cameraperson
    • Editor
    • Talent
  • 6. Executive Producer
    • The person who’s ultimately in charge
    • Usually overseeing more than one production
    • Responsible for setting goals, deadlines
    • Has the power to delegate tasks
    • ... In other words....
    • The Teacher is the Executive Producer!
  • 7. The Producer
    • In charge of a specific production
    • Keeps Exec Producer in the loop
    • Plans production schedule, assigns tasks
    • In charge of the overall vision of the project
    • Keeps log of all footage shot on location
    • Students share role of the producer
  • 8. Researcher
    • Identifies potential interview subjects, characters
    • Fact-checks and verifies all ideas included in the documentary; quality control
    • Helps “fill in the blanks” by researching information about characters, topics, plot
  • 9. Writer
    • Creates storyboards
    • Writes script
    • Helps weave the story together
  • 10. Cameraperson
    • Scouts location with production team
    • Shoots video
  • 11. Editor
    • Does the technical work of editing documentary
    • Works to insure that story is told in specified time length
  • 12. Talent
    • Interview subjects
    • On-screen host
    • Narrator
    • Voiceover artists (reading/translating voices of characters)
  • 13. The Team in a Classroom Context
    • Students working in small groups
    • Each student given the opportunity to learn each role (writer, editor, cameraperson, etc)
    • Encouraging students to take roles in which they excel
    • Organized into small teams (3-6 students)
  • 14. The Three Stages of Documentary Making
    • Pre-production: Planning the film
    • Production: Shooting it
    • Post-production: Putting it together
  • 15. Pre-Production
    • Team assignments
    • "The Pitch"
    • Story outlining/storyboarding
    • Research
    • Arranging interviews
    • Scouting Locations
    • Shot list
  • 16. Team Assignments
    • Breaking students into small groups
    • Discussing the various tasks (writing, researching, editing, shooting, etc)
    • Delegating responsibilities to individual students - or agreeing how responsibilities will be shared among the group
    • Reviewing assignment deadlines
    • Giving your team a production company name (AC Productions, etc)
  • 17. “The Pitch”
    • Students have to pitch story ideas to teacher
    • Encourage teams to brainstorm stories
    • Present top three ideas to class
    • Class discussion of story ideas
    • Teams take best idea, summarize it in less than one page of text: what’s the story, why they’re doing it, and how they’ll do it
  • 18. Story Outlining/Storyboarding
    • Mapping out the flow of the story using drawings and/or text
    • Brainstorming what ideas will be conveyed where in the documentary’s timeline
    • Identify major ideas/images to be conveyed
    • Optional: planning style of particular shots
    • Tools for storyboarding: Inspiration, Kidspiration, MS Word, pencil and paper
  • 19. Storyboard example
    • Here’s a typical storyboard template: a series of boxes for drawings and text.
    • Online:
    • www.chc.edu/grat708/blankstoryboard.html
  • 20. Research
    • Investigating the topic
    • Fact-checking
    • Finding historical documents, photos, etc
  • 21. Arranging Interviews
    • Identifying main characters
    • Identifying “experts”
    • Scheduling appointments
    • Planning interview questions
  • 22. Scouting Locations
    • Deciding where you plan to shoot video
    • Visiting sites ahead of time to get a sense of the space
    • Planning the order in which you will shoot in different locations
    • Identify what the best shots are in each location
  • 23. Creating a Shot List
    • A complete list of shots you want to get
    • Images of particular people
    • Contextual footage (“B-Roll”)
    • Establishing shots
    • Shot list often based on storyboards
  • 24. Production
    • Shooting Video
    • Conducting Interviews
    • Capturing Audio
    • Collecting Still Images
    • Keeping a Shot Log
  • 25. Shooting Video
    • Shooting primary footage (interviews, action)
    • Establishing shots to provide location context
    • Cutaways (peripheral footage for editing)
    • B-Roll (footage that accompanies what’s being said by characters or narration)
    • Always shoot more than you think you’ll need
    • Safety shots - just in case!
    • Make sure your batteries are charged!
  • 26. Conducting Interviews
    • Getting subject comfortable in front of camera
    • Eye perspective
      • Looking at camera or just off-camera, but not both in the same interview
      • off-camera is more common
    • Avoid too many people behind the camera
    • Have subject repeat question as statement
      • Q: When did you start the band?
      • A: We started the band back in 2003...
  • 27. Capturing Audio
    • In a professional shoot, an audio engineer would record a continuous audio track
    • Not necessary for classroom purposes
    • Compromises:
      • Bring two cameras, one always rolling, capturing continuous audio
      • Bring handheld audio recorder
    • Continuous audio important for music footage
  • 28. Collecting Still Images
    • Photos very useful when video footage isn’t available
    • Public library photo archives good resource
    • Scan photos at very high resolution
      • Higher quality
      • Allows you to zoom in on parts of the photo
      • Example: The Atlantic City Boardwalk
  • 29. Keeping a Shot Log
    • A notebook of all footage captured on video
    • What you shot
    • When you shot it
    • What tape it’s on
    • This means you need to label your tapes!
  • 30. Post Production
    • Transcribing interviews
    • Annotating shot log
    • Uploading footage
    • Story planning
    • Script writing
    • Editing
  • 31. Transcribing Interviews
    • Identifying useful quotes
    • Noting location of quotes on each tape
    • Transcribing saves time in the long run!
    • Example:
    • Tape 3, Sam Sheridan Interview
    • 15:13: “Sure, it’s a dangerous sport, but so is football or hockey....” ****
    • 16:04: “I’m a little worried, but not too worried.”
  • 32. Annotating Shot Log
    • Similar to transcribing interviews, but focuses on summarizes where images are located.
    • Adding more detail to your shot log, now that you’ve had time to review it. Example:
    • Tape 13 Flea Market Footage
    • 21:03: Establishing shot of comic book stand
    • 21:44: Close-up of customer, looking down, reviewing comic book
    • 21:58: ECU of customer’s hands, counting money
  • 33. Uploading Footage
    • Upload all the video clips you may use
    • Be sure to give each clip “padding” - several seconds before and after meat of the clip
    • Organize clips in bins either by tape or subject
    • Name clips by time stamp and subject:
    • Tape 3, 16:04 Sam: “I’m a little worried” =
    • 031604SamWorried.mov
  • 34. Story Planning
    • Outline of the entire script
    • “ 3x5” planning: writing best quotes, main story sections on 3x5 cards to experiment with story order; Inspiration/Kidspiration useful as well
    • Identifying best footage, matching them with story sections/quotes, putting them in order
  • 35. Script Writing
    • Done in conjunction with story planning
    • Script should weave together story elements, quotes, matched with appropriate images
    • Judge the script by how it sounds read aloud,
    • not how it reads on paper
    • Basic script for narrator: narration/quotes
    • Three-columned script for everyone else:
      • Time Code
      • Video
      • Narration/Interview Quotes
  • 36. Editing
    • Recording narration - do lots of takes!
    • Rough cut - putting clips in order, no F/X
    • Team, teacher, class review rough cut
    • Corrections based on group input; another review
    • Polishing: adding dissolves, graphics, etc
    • Final cut: documentary is complete
    • In real world, review/corrections process
    • repeated again and again and again!
  • 37. Questions to consider
    • How much time each week/month will be dedicated to production?
    • Will production take place throughout the year?
    • Should students work on one project all year or produce multiple projects?
  • 38. Don’t Forget Copyright
    • Videos shown publicly/online must honor copyright
    • Red flags: TV video clips and music
    • Using someone’s music w/o permission can get school in trouble; get permission from publisher!
    • Creative Commons (CC): http:// search.creativecommons.org
    • Magnatune.com : Free music for nonprofit projects using noncomercial/attribute/sharealike CC license
    • License low-cost music: http:// www.productiontrax.com
    • GarageBand
    • Use original student music - they own the copyright!
    • Always cite copyright holders in credits
  • 39. A New Twist: Video Blogging
    • Create a school blog for premiering videos
    • Upload videos to the blog
    • Mentoring opportunity - Get experienced filmmakers and video bloggers to critique students’ work
    • Cutting edge: only a handful of educational video blogs in the world today
    • Would have to conform with school AUP
  • 40.
    • Thank You!
    • Andy Carvin
    • [email_address]
    • www.digitaldivide.net
    • www.andycarvin.com

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