Course Info: HACU-0209-2
|Course||HACU-0209-2 Video I: Represent!|
|Long Title||Video I: Represent! - Porta-pack to Pocket Media|
Limited to Div II/III Students|
|Meeting Info||Jerome Liebling CenterüJerome Liebling Center 120ü115 on WüW from 2:30-5:20ü7:00-9:00|
|Cumulative Skill(s)||Multiple Cultural Perspectives|
Writing and Research
|Additional Info||Lab fee: $60. Possible field trip fee: $15. In this course, students are expected to spend 6-8 hours weekly on work and preparation outside of class time.|
Video I is an introductory video production course. Over the course of the semester, students will gain experience in pre-production, production and post-production techniques as well as learn to think and look critically about the making of the moving image. We will engage with the legacy and trajectory of video as a specific visual medium for expression and provocation, and we will apply black studies, queer theory and practice, feminism, and media activism as a lens and sounding board in relation to issues of representation, spectatorship, identification, production, and distribution. Projects are designed to develop basic technical proficiency in the video medium as well as the necessary working skills and mental discipline so important to a successful working process. Final production projects will experiment with established media genres. Readings, screenings, in-class critiques and discussion will focus on media analysis and the role of technology in image production.
Students in this iteration of Video 1: Represent! completed three sketches that provided practical application of skills introduced in production workshops. These include: The Camera, Sound/Edit (combined), and Lighting. Executed in small groups or pairs, each sketch is initiated with a prompt to encourage students to practice technical skills in a hands-on manner and at the same time allowed for creative input and direction from the students. Half way through the semester students were prompted to submit final project proposals followed by subsequent benchmarks of, proposal revision and synopsis, time-line, resource list, storyboard or script, and rough cuts to create a guided scaffolding for their final projects. Students also rallied around a collective project produced together during class sessions across four weeks. Impressively, this groups found ways to create consensus around a project idea and once in production mechanisms for including collective members even if they were not physically present for key decision-making. Overall, students had opportunities to produce video in teams and independently as they were introduced to each stage of production.