Andrew Jaco organized a new annual film festival as a student with no budget. He used leadership skills to secure a venue, gain sponsors, and recruit volunteers. Through articulation, self-confidence, determination and flexibility, he overcame challenges like unpaid labor and material costs. By thanking contributors, he built trust and goodwill. The first festival succeeded due to Jaco's balanced traits, technical skills, and relationship-focused leadership style. The festival continued annually after he graduated.
The document discusses how the author's media products used, developed, and challenged conventions of real media in their construction of a short film, poster, and film review. Research was conducted by analyzing various short films, posters, and reviews online and in magazines. The short film drew on conventions of real short films but also tried to challenge expectations by incorporating both fun and education. Feedback from audiences praised the film and ancillary texts while also providing suggestions for improvement, such as including more dialogue. Throughout the process, the author utilized online research, editing software, blogs, and other new media technologies to aid their planning, production and evaluation.
The document discusses the student's media production project which included a short film, film poster, and film review. The student analyzed existing media examples to understand conventions and inform their work. They researched target audiences and aimed to both use and challenge conventions. Feedback from test audiences was positive about characters and genre portrayal, but some wanted more dialogue. The student learned about research, planning, and evaluation techniques and used tools like Google, YouTube, PowerPoint, and Adobe software.
1. The document discusses the author's contributions to their marketing group for the BOOST Marketing Forum. They helped edit the website, promote the event on social media, invite attendees, provide feedback on posters, and help with setup.
2. At the event, the author mass texted invitations, ushered guests, manned the information booth, distributed materials, and collected feedback forms.
3. After the event, the author helped clean up, transcribed powerpoint lectures, and edited the website by uploading information from the event.
4. The author felt they gained skills in website editing and learned about practical topics like branding in healthcare and how marketing can impact public health issues. They felt the event was a
The document discusses the codes and conventions of documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the creator's documentary, noting its use of a voiceover, real footage, sound, and lack of interviews. Feedback was gathered throughout the process and considerations were made for the client and target audience. Key lessons included improved time management, feedback implementation, and technical skills.
The document discusses six documentary modes proposed by Bill Nichols in 1991. The modes include poetic, expository, reflexive, observational, performative, and participatory. Each mode has its own characteristics and techniques. The participatory mode aims to show the truth of an interview is the encounter between the filmmaker and subject. It is the opposite of observational and centers on the filmmaker's interaction with subjects. [END SUMMARY]
The document discusses six documentary modes proposed by Bill Nichols in 1991. The modes include poetic, expository, reflexive, observational, performative, and participatory. Each mode has its own characteristics and techniques. The participatory mode aims to show the truth of an interview is the encounter between the filmmaker and subject. It is the opposite of observational and centers on the filmmaker's interaction with subjects. [END SUMMARY]
The document discusses techniques used in existing documentary products that the student hopes to emulate for their own documentary project. Some key techniques mentioned include using action shots, voiceovers, J-cuts and L-cuts to transition between scenes, and talking head interviews. The student analyzed several example documentaries to identify successful production elements, such as animation, shot composition, and pacing. The goal is to apply these techniques to achieve high production value and engage audiences while conforming to documentary genre conventions.
What have you learned from your audience feedback? - A2 Media Evaluationlevihodgemedia
The document discusses audience feedback received for a documentary film. A survey was created to gather feedback, which revealed that the non-diegetic sound was too loud over interviews. This issue was addressed by increasing the volume of interview footage and decreasing background sound. The documentary was also screened at a film festival, where more surveys were completed and the film won an award for best documentary. Overall, gathering audience feedback through surveys and screenings helped improve the film and confirm its positive reception.
The document discusses how the author's media products used, developed, and challenged conventions of real media in their construction of a short film, poster, and film review. Research was conducted by analyzing various short films, posters, and reviews online and in magazines. The short film drew on conventions of real short films but also tried to challenge expectations by incorporating both fun and education. Feedback from audiences praised the film and ancillary texts while also providing suggestions for improvement, such as including more dialogue. Throughout the process, the author utilized online research, editing software, blogs, and other new media technologies to aid their planning, production and evaluation.
The document discusses the student's media production project which included a short film, film poster, and film review. The student analyzed existing media examples to understand conventions and inform their work. They researched target audiences and aimed to both use and challenge conventions. Feedback from test audiences was positive about characters and genre portrayal, but some wanted more dialogue. The student learned about research, planning, and evaluation techniques and used tools like Google, YouTube, PowerPoint, and Adobe software.
1. The document discusses the author's contributions to their marketing group for the BOOST Marketing Forum. They helped edit the website, promote the event on social media, invite attendees, provide feedback on posters, and help with setup.
2. At the event, the author mass texted invitations, ushered guests, manned the information booth, distributed materials, and collected feedback forms.
3. After the event, the author helped clean up, transcribed powerpoint lectures, and edited the website by uploading information from the event.
4. The author felt they gained skills in website editing and learned about practical topics like branding in healthcare and how marketing can impact public health issues. They felt the event was a
The document discusses the codes and conventions of documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the creator's documentary, noting its use of a voiceover, real footage, sound, and lack of interviews. Feedback was gathered throughout the process and considerations were made for the client and target audience. Key lessons included improved time management, feedback implementation, and technical skills.
The document discusses six documentary modes proposed by Bill Nichols in 1991. The modes include poetic, expository, reflexive, observational, performative, and participatory. Each mode has its own characteristics and techniques. The participatory mode aims to show the truth of an interview is the encounter between the filmmaker and subject. It is the opposite of observational and centers on the filmmaker's interaction with subjects. [END SUMMARY]
The document discusses six documentary modes proposed by Bill Nichols in 1991. The modes include poetic, expository, reflexive, observational, performative, and participatory. Each mode has its own characteristics and techniques. The participatory mode aims to show the truth of an interview is the encounter between the filmmaker and subject. It is the opposite of observational and centers on the filmmaker's interaction with subjects. [END SUMMARY]
The document discusses techniques used in existing documentary products that the student hopes to emulate for their own documentary project. Some key techniques mentioned include using action shots, voiceovers, J-cuts and L-cuts to transition between scenes, and talking head interviews. The student analyzed several example documentaries to identify successful production elements, such as animation, shot composition, and pacing. The goal is to apply these techniques to achieve high production value and engage audiences while conforming to documentary genre conventions.
What have you learned from your audience feedback? - A2 Media Evaluationlevihodgemedia
The document discusses audience feedback received for a documentary film. A survey was created to gather feedback, which revealed that the non-diegetic sound was too loud over interviews. This issue was addressed by increasing the volume of interview footage and decreasing background sound. The documentary was also screened at a film festival, where more surveys were completed and the film won an award for best documentary. Overall, gathering audience feedback through surveys and screenings helped improve the film and confirm its positive reception.
Lily Ajaib is proposing a short film project titled "Present" to be completed by Week 18. The concept is a thriller about a girl receiving a puzzle box that contains threatening messages. Lily will document the process through a production diary and evaluate the final project. Research will include studying techniques for building tension from the works of David Lynch and examining how other films use elements like sound, lighting, and composition to create atmosphere. Pre-production will involve planning, storyboarding, and securing locations and equipment. Principal photography and editing will occur between Weeks 8-11, with evaluation and a presentation in the final weeks.
The document provides an evaluation form for assessing projects. It includes sections for outlining the project, research undertaken, personal response, evaluating audience design and success, analyzing elements that worked and didn't work well, discussing skill development, feedback received, and an action plan. The respondent summarizes their film project on illusion, noting they were happy with the end result and able to experiment technically, but that group work did not go smoothly and they took on most of the work. They also discuss what they would do differently in the future, like planning better to use a cinema location and experimenting more with stop-motion animation.
The document provides feedback from an audience evaluation of the short film "Cried Wolf". The audience felt that one scene where the main characters were drunk was too long and made the film feel like a music video. They suggested shortening this scene or choosing music more suited to the target audience. The creator learned the importance of considering how elements like music choice will affect whether the audience engages with the plot. In planning and producing the film, the creator researched techniques used by other filmmakers online and used Final Cut Pro software to edit shots and apply filters to improve image quality.
The document discusses various codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, and set ups. It then analyzes how the creator of a sample documentary followed these conventions through the use of interviews, clips, titles, and voiceovers to structure the discussion of different topics. The analysis provides examples of how different production elements were used to examine activism in the digital age.
This document summarizes the student's media production project evaluating how it uses or challenges conventions of real media products. Some key points:
- The opening sequence draws comparisons to films of the "urban drama" genre like "Kidulthood" depicting gang violence and its consequences.
- Costume, language, and setting were used to represent stereotypical portrayals of urban youth social groups.
- The intended audience was younger people ages 15-34 who frequently watch films at cinemas.
- Music, color, and black and white were used to engage the audience and convey emotion.
- Learning from the preliminary task, the student emphasized adequate time, the importance of storyboards,
The document discusses how the media products created challenge conventions by having an all-female cast which is rare in Hollywood films, and an upside down "coming 2011" on the film poster to grab attention. The combination of the teaser trailer, poster, and magazine cover is deemed effective as they consistently target and appeal to 18-28 year olds. Feedback was positive overall but one criticism was the teaser trailer being too long. Digital technologies like Wordpress, Final Cut Express, Photoshop, camcorders and microphones were used throughout the process. Managing time better and shooting less footage would be done differently next time.
This evaluation form provides guidance for evaluating creative media projects at Level 3. It recommends using appropriate terminology, staying concise and focusing on key points, evaluating statements, and focusing on work rather than process. The document outlines sections for project overview, themes and research, development, outcomes, and personal response. It aims to help students critically reflect on their projects and identify strengths and weaknesses.
The document discusses how the media producer used, developed, and challenged conventions in their documentary. They developed on the "voice of God" convention by using a younger male voice rather than an older dominant male voice. They also included interviews and establishing shots, which follow documentary conventions. However, they challenged conventions by placing voice overs on archive footage rather than the original audio. Overall, the documentary aimed to expose the truths of street racing in a way that was not meant to be glamorous.
The document evaluates Gabriella Ford's media production for conventions used in Channel 4 documentaries. It discusses her use of cutaways, silence, and expanding footage to show different aspects of the subject's life. The document also challenges the reliance on interviews rather than letting the story unfold naturally. It analyzes how the production and ancillary tasks relate and address theories of representation, class, and gender. Audience feedback emphasized improving shot quality, narrative structure, and conforming to conventions.
The document provides an evaluation of a short film project where the author was tasked with creating a 5 minute short film, film poster, and double page film review spread. It discusses how the film incorporated conventions like those in Barthes' Enigma theory to build tension. Research was conducted on films, genres, and industry conventions. The film was a drama-thriller genre targeting ages 16-25. Audience feedback found the main image and title most attractive. Lessons were learned about including more images to engage young audiences. Various software like Photoshop and Premiere Pro were used to construct the media products.
This document summarizes Teodora Radovanovic's media project, which is an opening sequence for a romantic drama film. The sequence uses music and visuals to portray the complexity of love between two teenage characters who have communication difficulties. Through the editing process, Teodora learned how to plan shoots, deal with unexpected events, and use software to import, cut, and adjust clips and sound. Overall, she improved her camera and editing skills from her preliminary task and created a more complex sequence with steady shots, varied angles, and smooth transitions to effectively convey the story.
The document discusses the codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the student's own documentary project, noting their use of a voiceover, real footage, sound/music, and credits to conform to documentary conventions. The student reflects on their time management, adherence to the brief, skills developed, and incorporation of feedback throughout the project.
The document discusses how the media producer's documentary uses, develops, and challenges conventions of real documentaries. Some ways mentioned are using a younger male voiceover instead of the typical older male voice, focusing on a subject relevant to younger audiences, including interviews that show expressions of both people interviewed rather than focusing on one, and using voiceover over archive footage where normal conventions would not. Background noise during interviews is identified as an area that could be improved.
The document discusses how the student used media technologies in producing their documentary project. They researched existing documentaries to plan their production about a serial killer. They used websites like Google, Netflix, and YouTube to research and watch clips. Planning involved writing ideas, creating a storyboard and animatic. Filming used a digital and still camera. Post-production used Adobe Premiere. Ancillary tasks included a poster made in Photoshop and a magazine interview made in Publisher. Feedback was gathered through a showcase and the student made changes like adding transitions and a microphone. The documentary incorporated conventions like handheld shots while also challenging some by not featuring the subject and using cross-cutting in interviews.
The document discusses the development and research process for a media production project. It describes researching conventions from other short films, choosing a comedy genre based on audience feedback, and using techniques like close-ups and music to engage viewers. It also discusses using new media technologies like iMovie and YouTube in construction, research, and evaluation, and learning from audience feedback to improve special effects, editing, and character portrayal without dialogue.
This document provides a proposal for a short film project titled "Surprise". It includes sections on the audience, which is identified as 16-19 year old males who enjoy violent films. The concept involves a character who returns home to find someone in their window, grabs a bat to investigate, and ends up hitting an unconscious person at a surprise party. A schedule is provided that outlines tasks over 10 weeks, including research, experiments, pre-production planning, filming, editing, and evaluation. A bibliography lists 7 sources used for research, including surveys, interviews, and examples of similar films.
The document discusses conventions used in the student's film opening, including:
- Using conventions like showing the main character and setting to introduce action and location.
- Introducing both main characters to familiarize the audience with them and show their differing characteristics.
- Following the conventional order of titles but positioning them differently to not take attention from characters.
It also discusses developing conventions like using different font sizes and positioning for titles to balance attention. The film opening represents young Muslims exploring different sides shown through sisters, one traditionally dressed and one rebelling through clothes and music.
The student created a crime drama film targeting teenagers to depict crimes they are often involved in. The film challenges conventions like using minimal dialogue and unique titles. It was inspired by criminal case photographs and reenacts a crime scene using a pillow instead of a weapon. As an independent low-budget film, it would likely be distributed by a small company but could find success like Bullet Boy by engaging a niche audience. Creating the film helped the student learn filmmaking techniques like camera angles and resolution as well as skills like blogging and using movie editing software. Audience feedback was generally positive about suspense and professionalism but suggested improvements like better music and more dialogue.
The document provides an evaluation of a media studies documentary project. It discusses how the documentary used conventions of real media such as powerful music, interviews, and establishing shots. Audience feedback suggested the documentary's tempo was too slow. The evaluator learned to quicken the pace for future projects. A variety of media technologies were used at different stages, including a computer for editing, planning a blog, and recording an evaluation.
Lily Ajaib is proposing a short film project titled "Present" to be completed by Week 18. The concept is a thriller about a girl receiving a puzzle box that contains threatening messages. Lily will document the process through a production diary and evaluate the final project. Research will include studying techniques for building tension from the works of David Lynch and examining how other films use elements like sound, lighting, and composition to create atmosphere. Pre-production will involve planning, storyboarding, and securing locations and equipment. Principal photography and editing will occur between Weeks 8-11, with evaluation and a presentation in the final weeks.
The document provides an evaluation form for assessing projects. It includes sections for outlining the project, research undertaken, personal response, evaluating audience design and success, analyzing elements that worked and didn't work well, discussing skill development, feedback received, and an action plan. The respondent summarizes their film project on illusion, noting they were happy with the end result and able to experiment technically, but that group work did not go smoothly and they took on most of the work. They also discuss what they would do differently in the future, like planning better to use a cinema location and experimenting more with stop-motion animation.
The document provides feedback from an audience evaluation of the short film "Cried Wolf". The audience felt that one scene where the main characters were drunk was too long and made the film feel like a music video. They suggested shortening this scene or choosing music more suited to the target audience. The creator learned the importance of considering how elements like music choice will affect whether the audience engages with the plot. In planning and producing the film, the creator researched techniques used by other filmmakers online and used Final Cut Pro software to edit shots and apply filters to improve image quality.
The document discusses various codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, and set ups. It then analyzes how the creator of a sample documentary followed these conventions through the use of interviews, clips, titles, and voiceovers to structure the discussion of different topics. The analysis provides examples of how different production elements were used to examine activism in the digital age.
This document summarizes the student's media production project evaluating how it uses or challenges conventions of real media products. Some key points:
- The opening sequence draws comparisons to films of the "urban drama" genre like "Kidulthood" depicting gang violence and its consequences.
- Costume, language, and setting were used to represent stereotypical portrayals of urban youth social groups.
- The intended audience was younger people ages 15-34 who frequently watch films at cinemas.
- Music, color, and black and white were used to engage the audience and convey emotion.
- Learning from the preliminary task, the student emphasized adequate time, the importance of storyboards,
The document discusses how the media products created challenge conventions by having an all-female cast which is rare in Hollywood films, and an upside down "coming 2011" on the film poster to grab attention. The combination of the teaser trailer, poster, and magazine cover is deemed effective as they consistently target and appeal to 18-28 year olds. Feedback was positive overall but one criticism was the teaser trailer being too long. Digital technologies like Wordpress, Final Cut Express, Photoshop, camcorders and microphones were used throughout the process. Managing time better and shooting less footage would be done differently next time.
This evaluation form provides guidance for evaluating creative media projects at Level 3. It recommends using appropriate terminology, staying concise and focusing on key points, evaluating statements, and focusing on work rather than process. The document outlines sections for project overview, themes and research, development, outcomes, and personal response. It aims to help students critically reflect on their projects and identify strengths and weaknesses.
The document discusses how the media producer used, developed, and challenged conventions in their documentary. They developed on the "voice of God" convention by using a younger male voice rather than an older dominant male voice. They also included interviews and establishing shots, which follow documentary conventions. However, they challenged conventions by placing voice overs on archive footage rather than the original audio. Overall, the documentary aimed to expose the truths of street racing in a way that was not meant to be glamorous.
The document evaluates Gabriella Ford's media production for conventions used in Channel 4 documentaries. It discusses her use of cutaways, silence, and expanding footage to show different aspects of the subject's life. The document also challenges the reliance on interviews rather than letting the story unfold naturally. It analyzes how the production and ancillary tasks relate and address theories of representation, class, and gender. Audience feedback emphasized improving shot quality, narrative structure, and conforming to conventions.
The document provides an evaluation of a short film project where the author was tasked with creating a 5 minute short film, film poster, and double page film review spread. It discusses how the film incorporated conventions like those in Barthes' Enigma theory to build tension. Research was conducted on films, genres, and industry conventions. The film was a drama-thriller genre targeting ages 16-25. Audience feedback found the main image and title most attractive. Lessons were learned about including more images to engage young audiences. Various software like Photoshop and Premiere Pro were used to construct the media products.
This document summarizes Teodora Radovanovic's media project, which is an opening sequence for a romantic drama film. The sequence uses music and visuals to portray the complexity of love between two teenage characters who have communication difficulties. Through the editing process, Teodora learned how to plan shoots, deal with unexpected events, and use software to import, cut, and adjust clips and sound. Overall, she improved her camera and editing skills from her preliminary task and created a more complex sequence with steady shots, varied angles, and smooth transitions to effectively convey the story.
The document discusses the codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the student's own documentary project, noting their use of a voiceover, real footage, sound/music, and credits to conform to documentary conventions. The student reflects on their time management, adherence to the brief, skills developed, and incorporation of feedback throughout the project.
The document discusses how the media producer's documentary uses, develops, and challenges conventions of real documentaries. Some ways mentioned are using a younger male voiceover instead of the typical older male voice, focusing on a subject relevant to younger audiences, including interviews that show expressions of both people interviewed rather than focusing on one, and using voiceover over archive footage where normal conventions would not. Background noise during interviews is identified as an area that could be improved.
The document discusses how the student used media technologies in producing their documentary project. They researched existing documentaries to plan their production about a serial killer. They used websites like Google, Netflix, and YouTube to research and watch clips. Planning involved writing ideas, creating a storyboard and animatic. Filming used a digital and still camera. Post-production used Adobe Premiere. Ancillary tasks included a poster made in Photoshop and a magazine interview made in Publisher. Feedback was gathered through a showcase and the student made changes like adding transitions and a microphone. The documentary incorporated conventions like handheld shots while also challenging some by not featuring the subject and using cross-cutting in interviews.
The document discusses the development and research process for a media production project. It describes researching conventions from other short films, choosing a comedy genre based on audience feedback, and using techniques like close-ups and music to engage viewers. It also discusses using new media technologies like iMovie and YouTube in construction, research, and evaluation, and learning from audience feedback to improve special effects, editing, and character portrayal without dialogue.
This document provides a proposal for a short film project titled "Surprise". It includes sections on the audience, which is identified as 16-19 year old males who enjoy violent films. The concept involves a character who returns home to find someone in their window, grabs a bat to investigate, and ends up hitting an unconscious person at a surprise party. A schedule is provided that outlines tasks over 10 weeks, including research, experiments, pre-production planning, filming, editing, and evaluation. A bibliography lists 7 sources used for research, including surveys, interviews, and examples of similar films.
The document discusses conventions used in the student's film opening, including:
- Using conventions like showing the main character and setting to introduce action and location.
- Introducing both main characters to familiarize the audience with them and show their differing characteristics.
- Following the conventional order of titles but positioning them differently to not take attention from characters.
It also discusses developing conventions like using different font sizes and positioning for titles to balance attention. The film opening represents young Muslims exploring different sides shown through sisters, one traditionally dressed and one rebelling through clothes and music.
The student created a crime drama film targeting teenagers to depict crimes they are often involved in. The film challenges conventions like using minimal dialogue and unique titles. It was inspired by criminal case photographs and reenacts a crime scene using a pillow instead of a weapon. As an independent low-budget film, it would likely be distributed by a small company but could find success like Bullet Boy by engaging a niche audience. Creating the film helped the student learn filmmaking techniques like camera angles and resolution as well as skills like blogging and using movie editing software. Audience feedback was generally positive about suspense and professionalism but suggested improvements like better music and more dialogue.
The document provides an evaluation of a media studies documentary project. It discusses how the documentary used conventions of real media such as powerful music, interviews, and establishing shots. Audience feedback suggested the documentary's tempo was too slow. The evaluator learned to quicken the pace for future projects. A variety of media technologies were used at different stages, including a computer for editing, planning a blog, and recording an evaluation.
Similar to First Reflection Paper by Andrew Jaco (20)
1. First Reflection Paper by Andrew Jaco
86710-LEAD-6050-02Organizational Leadership
My challenge was to organize a brand new annual film festival from my pure
conception and vision when I was in college during my undergrad years. I had an
idea that would be different than other film festivals that I have seen at that time in
the 1980’s. The new ideas would make it challenging while being exciting and
something new for the university to see. The challenges were to do this without
charging film submission fees, without charging the public to see it, drawing a big
crowd without an advertising budget while going to schoolfulltime, as well as
holding a part time university audio visual technician job. The last challenging
element would be to have the film festival run annually long after I graduate and
after I located elsewhere from that university. This paper is to explore what
happened along with the successesand pitfalls of doing this annual event using
what was learned in the first four chapters of the Leadership text written by Peter
G. Northhouse.
After studying leadership styles and traits in the text and periodicals, I had a lot
to learn and also discovered what I did well in putting on this unique film festival
program for the university. The successes were that the crowds got bigger each
2. year and I was able to get access to bigger theatres and auditoriums without paying
auditorium rentals from anyone’s pockets including my pocket. This tookskill,
management, resourcefulness, persistence, technical knowhow and most of all,
leadership. The three approaches of leadership that will be explored in this
reflection paper as to how the unique annual film festival got off the ground will
be: the trait approach, the skills approachand the style approachintertwined
throughout this paper as I describewhat happened in getting the film festival off
the ground.
The trait approachto leadership describes what things are comfortable for me
that would fit my personality and are inherent, or what I was born with according
to the text: (Leadership: Theory and Practice 6th Edition by Peter G. Northhouse,
chapter 2). The Skills approach to leadership describes my competency level as a
leader at that time and is broken down into three basic skills such as technical,
human and conceptual (Northhouse chapter 3). The style approachto leadership
involves what I actually did regardless of what my traits and skills are and are also
broken down into two basic behaviors such as task behaviors and relationship
behaviors (Northhouse chapter 4).
The first step to getting the film festival going was to get a place to show films
as far in advance as possible with a guarantee of reservation without costto
anybody at the university or me becauseI was not going to charge anyone for film
3. submissions nor charge admission. The obstacle was how to cover the costof the
place without charging admission. The leadership style that I had was to treat
others fairly under relationship by publically thanking people for the auditorium
during the festival to publicize them while making them feel comfortable in the
idea as well as explain the conceptof the program which resulted in bypassing the
rental of the auditorium.
Once I got the official date for the auditorium, the second step was to get flyers
made out that asked for film submissions giving the date and times of the film
festival itself as well as film submission deadlines. It was a double promotion on
one flier. To pay for thousands of flyers circulated locally, I got a sponsorand
thanked them in the flyer which promoted their business while the festival was also
promoted in the same flyer. This style of leadership of treating others fairly under
relationship again by thanking them helped get what was needed despite the zero
budget. The flyer also promoted free admission and free film submissions. Certain
leadership traits had to work to get these important first two steps off the ground:
Being articulate. I had to explain things well to keep people engaged and interested
since there was going to be no revenue for the auditorium rental and no revenue to
the printers to get the flyers printed. I also had to be self-confident that they are
going to associated with a unique film festival and that I know what I was doing
since I was a film major during my under grad years. I had to also be trustworthy
4. in that I was going to promote their help in making the festival possibleduring the
festival as promised. Since I scored high in the technical aspects of the skills
approachto leadership, I explained some of the new technical aspects to the film
festival presentation that was going to be new at the time to get their attention
instead of just promoting what films might be shown. That gained more curiosity
to get the flyers and the auditorium for free.
The next step was to get to deal with the film submissions that came in, and
there were plenty of them to go through. Some were sound, and some were silent. I
promised an interesting show. Forthe silent films I had to get a keyboard player
that had skills in thinking up music on the fly for silent moving images. For the
music department, I made a few flyers (again without cost – using those same
leadership skills, traits and styles again) that asked for a keyboardist to play live
music during the show for the silent films. The keyboard flyer was easy, but only
one keyboardist came forward. The keyboardist was reluctant to volunteer their
time to play without pay at first. To accomplish this, there was work to do and I
was fearful of getting no keyboardist at all. They want to get paid. This was a
challenge with a zero budget. Keyboardist got to play for the silent films during the
show for free because I showed flexibility as my leadership style. I offered the
keyboardist the option to have the silent films play between the sound films during
the show so he can take breaks between them; or have all the silent films shown
5. together back to back to get it over with while have continuous playing on the
keyboards. This showed flexibility in my leadership style. I gained trust from him
because he was going to be thanked during the film festival – a good leadership
trait in action. There was a big gap in the deadline for film submission and the film
festival date to give time for the keyboardist to rehearse also by seeing just the
silent films beforehand. This was good planning as a good leadership style since I
prefer planning projects out by gauging how long project steps could take to get
done.
The last step before the show was to get programs made and copied for free that
listed the films, and the thanking of people who helped me get the show to happen.
This was difficult because the printer offered the first ones for free the first time for
the first flyers and wanted to charge for the programs. I lost the battle there. To
overcome, I asked the University Program Council to make the programs since the
film festival became part of their campus programs. Determination as a trait was
needed to avoid giving up becausea film festival without a program to pass out
would be disastrous because I would have broken promises made to the sponsors
who would have lost the trust in me that I had established. The programs were the
method of thanking the sponsors,the keyboard musician, etc. The University
Program Council became the sponsoralmost at the last minute. Knowing a fellow
member of the program council helped. At a private meeting that I was not a
6. member of, the fellow member was delegated the task of convincing the council
(without me being there) on their next meeting to sponsorthe event so programs
can get made without costto me. Traits such as persistence, articulation self-
confidence and self-assurance, and determination paid off here as well as learning
to delegate authority. I was flexible in my leadership style in getting the programs
made out just as long as no film is left out and no sponsorwas left out.
The only thing that was not delegated was the presentation. As a leader, I felt
had to demonstrate my strong skills approachto leadership which was the technical
part of the skills. I felt I had to “show off” somewhere. This was part of my trait of
being outgoing while being technical under the skills area. This was to set up and
run all of the equipment during the show to show media presentation skills that
dazzled, and thrilled the audiences and the filmmakers that showed up with their
films so they can be impressed also. The technical fascinates me along with paying
attention to detail and being good at making things work which scored well in the
technical skills approachto leadership.
In conclusion, I had a very balanced form of leadership traits, skills and style
without being a “tyrant” who likes to use a “coercive” leadership approach
discussed in the text in chapter one (Northhouse chapter one) telling people what to
do.