Instructor: Jeff Goodman
Office: EDH 112-D
Office Hours:  Tuesday  7-8, 9:30-11, 12:30-3:30, 5:00-6:30  Thursday 7-8, 9:30-11, 5:00-6:30 or by appointment
Office Phone: 262.2176
Home Phone: 828.675.9061
E-mail Address: goodmanjm@appstate.edu

Media Lab EDH 212: phone 262.6090
Curriculum and Instruction Equipment Checkout at Room 113C:  MWF 9-11, TR 1-3

Class web page: http://pm.appstate.edu/~goodmanj/4810/CI4950f01.html
 

Goals and Objectives

Schedule and Due Dates

Evaluation

Course Description:
Students view and analyze a variety of non-fiction films and videos in terms of both form and content.  Emphasis is placed on understanding the wide range of purposes for which non-fiction programs are made, and on examining the variety of techniques used to achieve those purposes.  Students also engage in hands-on experiences capturing reality on videotape as they explore what happens to reality when it is shaped into a film or video.
 

Course Goals:
At the completion of the course, each student will be able to view non-fiction film more critically and to better understand how any program differs from the reality being documented.  In addition, students will gain production and post-production skills and that will help them create compelling non-fiction video programs that communicate effectively to a range of audiences.
 

Course Objectives:
At the completion of the course, each student will be able to:

1.  Describe the ways filmmakers distort reality when filming and editing, and explain how some distortion is an inevitable part of the process of making non-fiction film.

2.  Define non-fiction film in terms of those elements that all documentaries have in common.

3.  Describe the ethical considerations that must be faced when creating a non-fictional film or video.

4.  Describe the differences in impact between a fictional and non-fictional film.

5.  Describe the major similarities and differences among modes of documentary programs, and cite examples from each type.

6.  Create documentary video using a variety of stylistic approaches and understand the implications of choices made in pre-production, production and post-production.

7.  Manage the technical tasks required to make non-fiction video.
 

Texts:

There is no comprehensive text for this course. Readings will be handed out in class.
 
 
 

Course Outline: (jump to September)   (jump to October)   (jump to November)
 
 

Date	Topic and Viewing	Assignment Due
August 16	Modes of Representation Expository: Nanook of the North Observational:  Central Park, Salesman Interactive: Six O'Clock News Reflexive:  Slow Food Fast Times Introduction to video camcorders Discuss The Lens, the Eye and the I: Self Portrait Project I
August 23	Topics and techniques:  the explosion of forms   The Match that Started My Fire Glass Jaw Moses Pendleton on Moses Pendleton Dr. Death 32 Short Films About Glenn Gould Koyaanisqatsi Introduction to digital video editing Ten Images Assignment: A Sense of Place due	The Lens, the Eye and the I: Self Portrait Project I due
August 30	Interview techniques Auto Bond Interview with Erol Morris Vernon Florida Gathering live audio and interviewing Discuss Interview assignment	Ten Images Assignment: A Sense of Place due
September 13	(Documenting already structured reality: concerts, lectures Bringing it All Back Home Pred Fest footage Video conference footage) Postponed until later. Discuss Response to Current Events	Interview assignment due
September 20	Propaganda and the News From "The Eternal Jew" Fear and Favor in the Newsroom Lines in the Sand Panama Deception  Discuss News Analysis	Response to Current Events due
September 27	Documenting conflict Fast Food Women *Harlan County USA Discuss Conflict/ History Project	News Analysis due
October 4	Documentary and history Times of Harvey Milk Jazz *Radio Bikini
October 18	Documentary as personal exploration My Father Sold Studebakers *Sherman's March  Discuss Self-portrait project II	Conflict/History Project due
October 25	Documenting the human soul The Cruise The Life and Times of Allen Ginsberg American Movie *Hearts of Darkness Documenting the Creative Arts Porject (counts double)	Self-portrait project II due
November  1	Documenting art and live events Bringing it All Back Home Picasso The Year of the Horse Hype *Monterey Pop
November 8	Mediated Reality 20 Dates "Reality" TV programming Clips *This is Spinal Tap Discuss Mediated Reality Project	Documenting the Creative Arts Porject due (counts double)
November 15	Persuasion and point of view Miss or Myth Power *The Big One Discuss Persuasion Project	Mediated reality project due
November 29	Documentary and change Paradise Lost Paradise Lost 2 *Thin Blue Line	Persuasion project due
Final Presentations:  Saturday, December 8, 12- 2

 
 

Evaluation:

Production/analysis projects. (70%) Each Thursday, you will be given an assignment that will give you an opportunity to explore in more depth the ideas we have covered in class and/or to practice some hands-on production skills. A word-processed one-page narrative reflection connecting the production process to the films viewed the previous week is expected.  These projects may be completed alone, or when noted, in groups of up to three; when completed in groups, each person should submit his or her own narrative. The projects will be due the following week and will be graded on a three point scale according to the following criteria:

Please Complete a Self Evaluation Form for each project you turn in.

• Demonstrates a level of excellence and depth of thought as it meets the expectations of the assignment.
• Shows original thought and/or innovative design.
• Is technically advanced.
• Is well organized.
• Has no technical problems or problems with mechanics.

• Meets the basic expectations of the assignment.
• Shows technical proficiency.
• Is well organized.
• Has few technical problems or problems with mechanics.

• Meets the minimum expectations of the assignment.
• Has more than a few problems with mechanics, organization, and/or technical issues.

A final note on grades: Education is not about grades but about learning. However, learning requires feedback, and an evaluation component in education is one way to give feedback. Still, I consider your grade only a part of this feedback; in many cases, you will learn more from the specific written or verbal evaluation of your work. If you are not happy with your grade on any project in this course, I encourage you to rework it and resubmit it. In addition, since it is my goal to help create the best learning environment possible, I strongly encourage you to give me feedback about the class as we go.