Overall the documentary was alot more work then i anticipated. I knew it would be challenging and difficult but I really expect it to be at this level.
Many of my scheduled interviews were cancelled and I was unable to schedule a different time to interview them. Also i found it incredibly hard to find willing people to interview. I guess a lot of people are camera shy.
Using imovie was difficult for me also. I had many problems with the program and i had to surf the Internet to find tutorials on how to do certain things.
I did enjoy creating the documentary, unfortunately i am not very happy with the result. I wish that I could have had longer time to work on it.
Thursday, May 5, 2011
Video Production- Post Production
1. Logging shots:
a. review your raw footage to see what material you actually have. Make notes on material that looks promising. make notes of time code marks for important video and audio. Here are three important questions to consider at this juncture:
-What material do I have?
I have four interviews, 2 high school students, 1 college dropout and 1 parent.
-What do i want to communicate?
I want to communicate that high school should focus on not just prep for more school but for real life skills.
-What can i communicate with the material i have?
everything i want to, i guess.
2. Scripting and paper editing
3. Re shoots
a. is anything essential missing from your material?
Yes, i forgot to get footage of the school.
b. do you have everything you need, is there anything else that could further support your narrative?
i guess for now.
c. Are you really done shooting?
if i had more time i would get more footage.
d. how are you feeling about your material right now?
overwhelmed.
e. what are your thoughts about how the raw footage can be edited to convey your intent?
i was planning on doing that. People gave me the general answers i wanted.
f. do you see possible narratives in the material?
yes.
h. how do you decide what footage to use and what to exclude- what is your criteria?
I will include footage that expresses what i am narrating or what question is being addressed.
i. Why are you making particular choices?
so i can convey what i want.
4. Improvisation
a. Are your ideas evolving?
yes. My intent has changed a bit since the beginning of the project.
b. are you utilizing new learning?
yes.
c. Write about any adjustments and improvisations you made while creating the paper edit.
I decided to use some humor in my video and the overall idea has changed somewhat.
5. Rehearsal
a. what are you satisfied with?
I am satisfied with what i have, i still feel that with more time and a little more knowledge of the program i could have done a better job.
b. what still needs work?
i feel there isn't a good transition to the conclusion.
c. What is missing?
i wish i could have gotten footage of the school.
d. What needs to be shortened or eliminated?
i think the narrations need to be shorter as well as the opening.
e. does the sequencing work?
i think it gets the job done.
f. should the clips be rearranged?
i don't think so.
g. can you improve the pacing?
possibly.
h. do the cuts and transitions work?
i think so, yes.
i. does the audio work?
yes, i think so. one clip is quiet but i could not figure out how to make the volume louder.
j. are all of your elements technically strong?
i hope so.
k. does the piece actually convey your intent?
ehhh, i feel that if i was allotted more time in length to both make and show the intent yes.
l. are you communicating clearly to your audience?
i think so.
m. do they find the piece interesting?
yes.
a. review your raw footage to see what material you actually have. Make notes on material that looks promising. make notes of time code marks for important video and audio. Here are three important questions to consider at this juncture:
-What material do I have?
I have four interviews, 2 high school students, 1 college dropout and 1 parent.
-What do i want to communicate?
I want to communicate that high school should focus on not just prep for more school but for real life skills.
-What can i communicate with the material i have?
everything i want to, i guess.
2. Scripting and paper editing
3. Re shoots
a. is anything essential missing from your material?
Yes, i forgot to get footage of the school.
b. do you have everything you need, is there anything else that could further support your narrative?
i guess for now.
c. Are you really done shooting?
if i had more time i would get more footage.
d. how are you feeling about your material right now?
overwhelmed.
e. what are your thoughts about how the raw footage can be edited to convey your intent?
i was planning on doing that. People gave me the general answers i wanted.
f. do you see possible narratives in the material?
yes.
h. how do you decide what footage to use and what to exclude- what is your criteria?
I will include footage that expresses what i am narrating or what question is being addressed.
i. Why are you making particular choices?
so i can convey what i want.
4. Improvisation
a. Are your ideas evolving?
yes. My intent has changed a bit since the beginning of the project.
b. are you utilizing new learning?
yes.
c. Write about any adjustments and improvisations you made while creating the paper edit.
I decided to use some humor in my video and the overall idea has changed somewhat.
5. Rehearsal
a. what are you satisfied with?
I am satisfied with what i have, i still feel that with more time and a little more knowledge of the program i could have done a better job.
b. what still needs work?
i feel there isn't a good transition to the conclusion.
c. What is missing?
i wish i could have gotten footage of the school.
d. What needs to be shortened or eliminated?
i think the narrations need to be shorter as well as the opening.
e. does the sequencing work?
i think it gets the job done.
f. should the clips be rearranged?
i don't think so.
g. can you improve the pacing?
possibly.
h. do the cuts and transitions work?
i think so, yes.
i. does the audio work?
yes, i think so. one clip is quiet but i could not figure out how to make the volume louder.
j. are all of your elements technically strong?
i hope so.
k. does the piece actually convey your intent?
ehhh, i feel that if i was allotted more time in length to both make and show the intent yes.
l. are you communicating clearly to your audience?
i think so.
m. do they find the piece interesting?
yes.
Wednesday, May 4, 2011
Video Production- Interviews
Parent Interview Questions:
1. what is your definition of the real world?
2. as an adult in the real world, what are some things that are expected of you?
3. How many children do you have?
4. Age and grade levels?
5. Do you think your children can handle themselves outside of school? Is there a difference between children? Which of your children would survive the longest?
6. were your child's weaknesses caused by you? do you think you should have done something differently?
7. what basic kills do you think the schools should be teaching that they don't anymore?
8. do you feel that high school is no longer preparing students for outside of the school system or is it purely for more education?
9. do you feel that technology is ruining today's youth? or preventing them from becoming fully capable members of society?
10. do you know what classes are offered to your student in high school?
11. do you feel that it is your job as a parent to teach your children how to function as members of society or does high school have a bigger hand in it?
1. what is your definition of the real world?
2. as an adult in the real world, what are some things that are expected of you?
3. How many children do you have?
4. Age and grade levels?
5. Do you think your children can handle themselves outside of school? Is there a difference between children? Which of your children would survive the longest?
6. were your child's weaknesses caused by you? do you think you should have done something differently?
7. what basic kills do you think the schools should be teaching that they don't anymore?
8. do you feel that high school is no longer preparing students for outside of the school system or is it purely for more education?
9. do you feel that technology is ruining today's youth? or preventing them from becoming fully capable members of society?
10. do you know what classes are offered to your student in high school?
11. do you feel that it is your job as a parent to teach your children how to function as members of society or does high school have a bigger hand in it?
Video Production- Interviews
Out of High School Interview Questions:
1. What is your definition of the real world?
2. When you hear the term real world what do you think?
3. Do you think that is a realistic definition?
4. Do you fit your definition?
5. Do you think high school should have better prepared you for the real world?
6. Are you or are you not ready for the real world?
7. What classes in high school were you required to take that were supposed to teach you some basic life skills?
8. Is there not a life skills class that you are required to take?
9. Can you fill out a check properly if I asked you to?
10. what was high school like for you?
11. do you think high school is a basic form of a mock society?
12. do you know what other types of outlets that could be beneficial students were available?
13. what do you want to do in your life?
14. so you would say that high school is more field based then real life based?
15. in middle school you are to take home EC classes, do you think they should continue to offer them in high school?
16. what about basic skill learning techniques should be continued to learned through high school?
1. What is your definition of the real world?
2. When you hear the term real world what do you think?
3. Do you think that is a realistic definition?
4. Do you fit your definition?
5. Do you think high school should have better prepared you for the real world?
6. Are you or are you not ready for the real world?
7. What classes in high school were you required to take that were supposed to teach you some basic life skills?
8. Is there not a life skills class that you are required to take?
9. Can you fill out a check properly if I asked you to?
10. what was high school like for you?
11. do you think high school is a basic form of a mock society?
12. do you know what other types of outlets that could be beneficial students were available?
13. what do you want to do in your life?
14. so you would say that high school is more field based then real life based?
15. in middle school you are to take home EC classes, do you think they should continue to offer them in high school?
16. what about basic skill learning techniques should be continued to learned through high school?
Video Production- Interviews
High School students interview Questions:
1. when you hear the term, "real world" what do you think of?
2. do you think that is a realistic definition?
3. do you think you can fit in this definition?
4. do you think you can function by yourself in the real world?
5. has high school prepared you for the real world? how so?
6. What kind of classes are you required to take in high school?
7. when you are outside of school, how much of what they teach you do you think you really use?
8. Do you think high school is a basic form of a mock society?
9. do you know what kind of outlets are provided through the high school to you?
10. what do you think are skills you need to function in the real world?
11. does high school teach you these skills?
12. if i asked you to fill out a check, do you think you could do it properly?
13. Do you think high school is preparing you for more schooling or real life?
14. schooling: then why do a majority of students in high school not know what they want to continue in
education?
real life: so you feel that you can confidently live, provide and take care of yourself?
15. do you think high school prevents or creates responsible adults? why or why not?
16. do you accept responsibility to do your homework on time, projects on time, arrive to class on time and so on?
17. what do you plan on doing after high school?
1. when you hear the term, "real world" what do you think of?
2. do you think that is a realistic definition?
3. do you think you can fit in this definition?
4. do you think you can function by yourself in the real world?
5. has high school prepared you for the real world? how so?
6. What kind of classes are you required to take in high school?
7. when you are outside of school, how much of what they teach you do you think you really use?
8. Do you think high school is a basic form of a mock society?
9. do you know what kind of outlets are provided through the high school to you?
10. what do you think are skills you need to function in the real world?
11. does high school teach you these skills?
12. if i asked you to fill out a check, do you think you could do it properly?
13. Do you think high school is preparing you for more schooling or real life?
14. schooling: then why do a majority of students in high school not know what they want to continue in
education?
real life: so you feel that you can confidently live, provide and take care of yourself?
15. do you think high school prevents or creates responsible adults? why or why not?
16. do you accept responsibility to do your homework on time, projects on time, arrive to class on time and so on?
17. what do you plan on doing after high school?
Video Production- Production
1. Interview Questions:
a. can you generate a list of questions that will elicit detailed and informative responses (something beyond just yes or no)? Yes, I have two lists of about 15-20 questions for out of high school students and in high school students. I have yet to create questions that i will ask teachers and parents.
b. What do you think this subject wants to say?
I want to see if students feel that high school really is preparing them or helping them become prepared. I want to prove that maybe the high school is not doing enough for students.
c. What do you want to elicit or discover, what are your intentions?
I want to see if students are taking responsibility for their future and if they are taking advantage of the opportunities given to them, i want to know if our future generations are being given what they deserve.
2. Shot List:
a. Generate a list of all the shots you envision producing. Think about your primary sources- action shots, interviews, Location shots, etc.- but also remember to consider "B roll" material- secondary material that might help create context, add visual variety, or more depth to your subject.
I would like to get a shot of the High school and maybe if I can a classroom setting in action. I would like to get interviews with out of high school students, in high school students, parents of high school students and high school teachers.
3. Style & Elements:
a. As you generate your shot list, revisit the issue of style. Think again about locations, lighting, props.
b. Think carefully about audio. Will you use audio captured by the camcorder?
yes.
c. Replace it with something else?
no, there may be music in some parts or my own voice narrating but other than that no.
d. Add other elements to it?
See above
e. Make a list of all the elements that need to be assembled, accessed and/or considered.
i need music that reflects a high school setting, audio from interviews, i need to consider what i want to say/dialogue to go along with my footage and what i want to address. I have a youtube video of grad nation i want to include and i would like to include the budget cuts and how the will reflect the students.
4. Storyboard:
a. can you make a visual representation of what you see in your mind?
yes.
b. Can you describe the narrative structure with the use of key image frames in the sequence?
not yet, i need to assemble all of my footage.
c. Can you represent the beginning, end and other pivotal moments- the narrative arc- of the piece by using still images?
Im sure I could, I would have to find or take images.
d. Can you describe the audio tracks and transitions with words and in relation to images?
at this point i have no music. I need to research music i can use.
--saved as draft April 7th---
5. Composition + Form:
a: As you start to visual your project, and begin to assemble the media elements for your composition, consider these choices in relation to the content you are trying to convey. Why are you making these choices?
I have a few songs that I found fitting for my documentary. I have to determine where they will be used. The songs are "in my life" by the beatles, "high school never ends" bowling for soup, "Lifestyles of the rich and the famous" Good Charlotte, "Good life" One republic, "Its the end of the world as we know it" R.E.M., "Real world" All American Rejects and "today" by smashing pumpkins. I also have an assortment of images I found off of google.
b. do they support your intent and what you are trying to communicate?
Yes, I feel that they do.
6. In The Field:
a. Document your shooting and production process. What worked well?
I feel happy with the interviews that I have done and were able to get. Natural lighting i feel worked the best though.
b. what didn't?
I didn't really have problems.
c. Tke notes on the scenes you shoot, all your various shots. Are there particular shots that you feel particularly excited about?
not really?
d. Were there any surprises?
A few interviews could not happen because of conflicts/other matters. It was hard to find willing participants to interview.
e. Happy Accidents?
No.
7. Reflection:
a. Capture your thoughts and feelings. How are your feelings about the project so far?
Im not happy with it, i feel like if I had more time I could have accomplished more.
b. What have you learned?
That my opinions are different from others.
8. Improvisation:
a. Review your pre-production notes and write about how your original plan has or needs to be altered.
Some of the interviews fell through, i feel that i didnt get enough diversity as i wanted.
b. Are there any ideas or plans that have shifted?
Yes. see above.
c. Has the process make you wiser and more realistic about the project?
Yes and no. I knew that it would be a challenge but i didnt believe i would face so many challenges. i knew that it would be difficult and time consuming.
d. How canyou let your project evolve and incorporate new knowledge on the fly?
i dont know? i guess add it in if its important?
a. can you generate a list of questions that will elicit detailed and informative responses (something beyond just yes or no)? Yes, I have two lists of about 15-20 questions for out of high school students and in high school students. I have yet to create questions that i will ask teachers and parents.
b. What do you think this subject wants to say?
I want to see if students feel that high school really is preparing them or helping them become prepared. I want to prove that maybe the high school is not doing enough for students.
c. What do you want to elicit or discover, what are your intentions?
I want to see if students are taking responsibility for their future and if they are taking advantage of the opportunities given to them, i want to know if our future generations are being given what they deserve.
2. Shot List:
a. Generate a list of all the shots you envision producing. Think about your primary sources- action shots, interviews, Location shots, etc.- but also remember to consider "B roll" material- secondary material that might help create context, add visual variety, or more depth to your subject.
I would like to get a shot of the High school and maybe if I can a classroom setting in action. I would like to get interviews with out of high school students, in high school students, parents of high school students and high school teachers.
3. Style & Elements:
a. As you generate your shot list, revisit the issue of style. Think again about locations, lighting, props.
b. Think carefully about audio. Will you use audio captured by the camcorder?
yes.
c. Replace it with something else?
no, there may be music in some parts or my own voice narrating but other than that no.
d. Add other elements to it?
See above
e. Make a list of all the elements that need to be assembled, accessed and/or considered.
i need music that reflects a high school setting, audio from interviews, i need to consider what i want to say/dialogue to go along with my footage and what i want to address. I have a youtube video of grad nation i want to include and i would like to include the budget cuts and how the will reflect the students.
4. Storyboard:
a. can you make a visual representation of what you see in your mind?
yes.
b. Can you describe the narrative structure with the use of key image frames in the sequence?
not yet, i need to assemble all of my footage.
c. Can you represent the beginning, end and other pivotal moments- the narrative arc- of the piece by using still images?
Im sure I could, I would have to find or take images.
d. Can you describe the audio tracks and transitions with words and in relation to images?
at this point i have no music. I need to research music i can use.
--saved as draft April 7th---
5. Composition + Form:
a: As you start to visual your project, and begin to assemble the media elements for your composition, consider these choices in relation to the content you are trying to convey. Why are you making these choices?
I have a few songs that I found fitting for my documentary. I have to determine where they will be used. The songs are "in my life" by the beatles, "high school never ends" bowling for soup, "Lifestyles of the rich and the famous" Good Charlotte, "Good life" One republic, "Its the end of the world as we know it" R.E.M., "Real world" All American Rejects and "today" by smashing pumpkins. I also have an assortment of images I found off of google.
b. do they support your intent and what you are trying to communicate?
Yes, I feel that they do.
6. In The Field:
a. Document your shooting and production process. What worked well?
I feel happy with the interviews that I have done and were able to get. Natural lighting i feel worked the best though.
b. what didn't?
I didn't really have problems.
c. Tke notes on the scenes you shoot, all your various shots. Are there particular shots that you feel particularly excited about?
not really?
d. Were there any surprises?
A few interviews could not happen because of conflicts/other matters. It was hard to find willing participants to interview.
e. Happy Accidents?
No.
7. Reflection:
a. Capture your thoughts and feelings. How are your feelings about the project so far?
Im not happy with it, i feel like if I had more time I could have accomplished more.
b. What have you learned?
That my opinions are different from others.
8. Improvisation:
a. Review your pre-production notes and write about how your original plan has or needs to be altered.
Some of the interviews fell through, i feel that i didnt get enough diversity as i wanted.
b. Are there any ideas or plans that have shifted?
Yes. see above.
c. Has the process make you wiser and more realistic about the project?
Yes and no. I knew that it would be a challenge but i didnt believe i would face so many challenges. i knew that it would be difficult and time consuming.
d. How canyou let your project evolve and incorporate new knowledge on the fly?
i dont know? i guess add it in if its important?
Thursday, March 10, 2011
Video Production- Journaling Pre Production
Like I said once before, this blogger is now for a class. This entire post will be my written responses to a series of questions given to me for the pre-production of my documentary.
1. Personal:
a. What inspired your topic or subject matter?
My topic was inspired by myself mostly. Throughout high school I was told that my classes were preparing me for the real-world and for college. But, when I actually graduated and became a part of this "real-world" I didn't and still do not, know many things that I should know. High school taught me math problem solving skills for calculus problems and math equations I'll never use in real life. What about balancing a check book, being able to make change quickly and so on. I didn't know how to write a check until my mother taught me.
b. (How) does it reflect a personal interest, belief, concern, or question?
I believe that high school isn't teaching students real life skills they need. Schools are too focused on standardized testing scores and budgets than teaching skills we need to function in everyday life.
c. What is your relationship to this subject?
I feel that i was not prepared, i feel like there was so much more i needed to learn. I wish high school could have taught me how to balance a check book, write a check, do my own taxes and be able to understand how to do them, and cook more than just a TV dinner.
2. Working statement/hypothesis:
a. what is your personal persuasion about your topic?
I feel that high schools are not doing enough for students now a days. They are focused on higher learning, but that learning revolves around mathematics, science and reading books that some students don't even care to read. I felt that i could have been properly prepared for the world instead of learning things i can barely remember now.
b. Is there a statement you wish to make?
I want high schools to give a well-rounded education to students. I want students to be able to have higher thinking and learning skills but also be able to take care of themselves in the real world.
c. Try writing a hypothesis statement that uses the wording such as, "In my life I believe... my video will show this action by...the main conflict is between____and _____...ultimately I want the audience to feel (or understand)..."
In my life I believe that high school does not really prepare you for the "real-world". My video will show this action by interviewing high schoolers, teachers, college freshmen/college students and parents their personal opinion if students are really capable of handling themselves in this "real-world". The main conflict is between high school students and the "real world", ultimately I want the audience to understand what high school students are really learning today. I want the audience to think and care about their children or future children and how they can handle their own selves.
3. Research
a. What do you already know about this subject?
When I had gone to high school almost four years ago we were allowed to have the choice of classes we wished to take. Most classes available were art, music, business, technology and the basic classes available in math, science, English and history. We had to take required elective classes such as Life Skills, that were to teach us about necessary skills we would need to function in the real world. Most important topics were skimmed over or hardly discussed. After the class was over for the semester that was it. Most business classes were available but many students who were not in DECA or going into a business field didn't bother to take one of the business electives. I know I was one of the students who didn't want to go near a business course, I felt that I wouldn't need it.
b. What don't you know?
I don't know if anything has changed over the past couple of years. Do students feel more prepared? Are there classes that teach these necessary life skills?
c. What kinds of additional research do you need to engage in?
I think i should research other cultures schools in various parts of the country and how they prepare students.
d. What primary research sources are available that you might actually use in your video (i.e. people to interview, shooting locations, etc.)?
My old high school is available for both students to interview and teachers to interview as well as the location. I am observing for another class and I can use many different teachers and students opinions in my documentary.
e. Are there secondary sources of possible value?
the Internet.
f. Where do you need to go to learn more (library, websites, locations, people)?
I need to go into the high school and possibly talk to the principal, guidance counselors and ask what courses are available and possibly the teachers of those classes about what their course curriculum is.
g. Can you write out a research plan?
I would like to first research online schools from around the country and the globe and how they prepare students by the courses they offer and what education they focus on. Then I would like to talk to various educators from my old high school and interview high schoolers and college students about their opinions of high school and how they feel being in the real world or preparing for the real world.
h. After conducting your research, what have you learned about the subject?
I am unable to answer that question at the moment.
i. What new questions have arisen?
How will I be able to talk to administration? Who will I need to contact? How do I contact those individuals?
j. What do you still want or need to know?
4. Anxieties
a. What are your hesitations and anxieties about this project?
I'm afraid that I will meet a brick wall with the school. I'm afraid they will not give me the opportunity to conduct my research. I'm also quite afraid to talk to individuals whom I am not that familiar with.
b. What are the challenges?
I have to first get permission to come into the school and interview students, teachers, so on.. I also have the challenge of time, when am I going to be available to do everything that I need to do.
c. Potential Obstacles?
not being able to do what i need to.
d. Is your idea realistic or doable?
I believe so. I think a high school would like to try and advocate their school in a better light and promote themselves.
e. Can you complete this in the allotted time?
Hopefully.
5. Topic
a. Can you write a concise paragraph about the subject of your video?
It's the great debate. Are students really ready to handle themselves in the real-world now-a-days, or do schools need to change available curriculum so that we can prepare students? Are schools thinking that they can release their graduates knowing they are capable while students have a different view? I want to explore the views of both the school, students, teachers, parents and how they are all similar or differ from each other.
b. If you had to write a press release, an abstract for a grant proposal, or a newspaper review for your piece, what would be a clear but brief description?
This documentary focuses on the high school and how well it prepares their students for the real world. It focuses on students, teachers, parents and administrations opinions and beliefs and what is available or needs to be available to students.
6. Background
a. What background information will your audience need in order to understand and be interested in this piece?
They will have to have knowledge of schooling by either being a teacher, being a student or a past student, knowledge of the real world and skills needed to function in it.
b. Is there a particular context for your topic that your audience needs to understand?
They need to understand skills needed to "survive" in the real world.
c. How well will this information be inserted in the video, how will it emerge?
It will be inserted throughout the video as it is the main subject.
7. Characters
a. Who are the main characters in your narrative?
the high school students.
b. For each character, can you outline their place or role in the piece, their place in the overall narrative, their relationship to other characters, what makes them interesting and/or significant?
The students opinions in the piece are ultimately the driving force of the piece. I will put them in real life scenarios and see how they can deal or handle those situations without help from a parent or another individual. Their answers will be either counter acted or supported by the views of teachers, parents and college students. What makes them important is that these students are our future, can they handle their own future?
8. Conflict:
a. What will be the central conflict or issue?
Are students prepared for the real world and what are schools teaching children so they can be prepared?
b. Who wants what from whom?
I want to know if students feel they are ready to go out into the real world.
I want to know what classes are available and what is being taught to our future.
Are students getting what they really need?
c. What aspects of this conflict do your characters represent?
the entire conflict.
d. Will your piece put different principles in opposition (different opinions, points of view, visions, solutions)?
Yes, I want point of views and opinions from every one.
e. Is there a culminating 'confrontation'?
Directly, everyone is involved in this. We have all experienced high school at some point of our lives and at one point in time we were thrust upon this "real-world". Did we feel prepared for it? Were we confident enough that we could become the adults we had to be? Students today are in an ever evolving environment and are our future, are we confident that they know how to handle our future also?
f. How will you communicate/present that in your piece?
I feel the answer has been stated before.
9. Structure
a. What are the action sequences?
b. can you describe the structure?
c. How will it begin, what is the opening sequence?
d. Will there be a culminating moment?
e. How will you handle the progression of time, can you describe how the piece will unfold?
-these questions cannot be properly answered at this time.
10. Content
a. Is there key symbolic imagery you want the audience to encounter?
I haven't determined that yet at this time.
b. Are there key facts you want your audience to gather along the way?
of course, I want the audience to know what is going on inside of schools and how we are preparing the youth for adulthood.
c. At what point will this information appear?
At this time I have no concrete answer.
11. Style
a. What are your thoughts about specific locations, camera angles, or lighting?
I don't feel a large concern for them at the moment but I feel that will change as I begin filming.
b. Do you want the piece to create a particular mood or feel?
I want the piece to make you think, I may want you to feel upset or angry but also understanding. Its undetermined.
c. How will you accomplish this?
I have no answer for this at this time.
12. Audience
a. Who is your audience?
Everyone.
b. What are their views and/or biases on this topic?
I do not know at the time.
c. Will your piece support or challenge their views?
It could possibly be either.
13. Resolution
a. How will your piece end, and what would you like the ending to accomplish for your audience?
I don't know how it will end but I want the audience to really think and care about their children's future and their own future and hopefully do something.
b. What effect or impact do you want your video to have on your audience?
I want thought and maybe change
c. Do you want to alter their views?
If i could, yes.
d. Do you want them to take a particular action?
It depends.
e. How will your video accomplish this?
f. What evidence to you need to present, and how will you organize and sequence it?
I will have situations given to the student and see how well they handle them.
14. Logistics
a. What is your production?
b. Can you write it down?
c. Can you break down the project into smaller components and/or a logical sequence?
d. Do you need to reserve equipment?
yes.
e. Can you generate a schedule/timeline for completion?
yes.
f. Schedule meetings and/or interviews?
yes.
g. What is your list of things to do?
I need to contact the school and set up meetings with teachers and ask if i can use their students in my documentary. I need to research other schools, and set up real life scenarios for students to complete. I need to write a script and create questions that every person i interview will answer.
1. Personal:
a. What inspired your topic or subject matter?
My topic was inspired by myself mostly. Throughout high school I was told that my classes were preparing me for the real-world and for college. But, when I actually graduated and became a part of this "real-world" I didn't and still do not, know many things that I should know. High school taught me math problem solving skills for calculus problems and math equations I'll never use in real life. What about balancing a check book, being able to make change quickly and so on. I didn't know how to write a check until my mother taught me.
b. (How) does it reflect a personal interest, belief, concern, or question?
I believe that high school isn't teaching students real life skills they need. Schools are too focused on standardized testing scores and budgets than teaching skills we need to function in everyday life.
c. What is your relationship to this subject?
I feel that i was not prepared, i feel like there was so much more i needed to learn. I wish high school could have taught me how to balance a check book, write a check, do my own taxes and be able to understand how to do them, and cook more than just a TV dinner.
2. Working statement/hypothesis:
a. what is your personal persuasion about your topic?
I feel that high schools are not doing enough for students now a days. They are focused on higher learning, but that learning revolves around mathematics, science and reading books that some students don't even care to read. I felt that i could have been properly prepared for the world instead of learning things i can barely remember now.
b. Is there a statement you wish to make?
I want high schools to give a well-rounded education to students. I want students to be able to have higher thinking and learning skills but also be able to take care of themselves in the real world.
c. Try writing a hypothesis statement that uses the wording such as, "In my life I believe... my video will show this action by...the main conflict is between____and _____...ultimately I want the audience to feel (or understand)..."
In my life I believe that high school does not really prepare you for the "real-world". My video will show this action by interviewing high schoolers, teachers, college freshmen/college students and parents their personal opinion if students are really capable of handling themselves in this "real-world". The main conflict is between high school students and the "real world", ultimately I want the audience to understand what high school students are really learning today. I want the audience to think and care about their children or future children and how they can handle their own selves.
3. Research
a. What do you already know about this subject?
When I had gone to high school almost four years ago we were allowed to have the choice of classes we wished to take. Most classes available were art, music, business, technology and the basic classes available in math, science, English and history. We had to take required elective classes such as Life Skills, that were to teach us about necessary skills we would need to function in the real world. Most important topics were skimmed over or hardly discussed. After the class was over for the semester that was it. Most business classes were available but many students who were not in DECA or going into a business field didn't bother to take one of the business electives. I know I was one of the students who didn't want to go near a business course, I felt that I wouldn't need it.
b. What don't you know?
I don't know if anything has changed over the past couple of years. Do students feel more prepared? Are there classes that teach these necessary life skills?
c. What kinds of additional research do you need to engage in?
I think i should research other cultures schools in various parts of the country and how they prepare students.
d. What primary research sources are available that you might actually use in your video (i.e. people to interview, shooting locations, etc.)?
My old high school is available for both students to interview and teachers to interview as well as the location. I am observing for another class and I can use many different teachers and students opinions in my documentary.
e. Are there secondary sources of possible value?
the Internet.
f. Where do you need to go to learn more (library, websites, locations, people)?
I need to go into the high school and possibly talk to the principal, guidance counselors and ask what courses are available and possibly the teachers of those classes about what their course curriculum is.
g. Can you write out a research plan?
I would like to first research online schools from around the country and the globe and how they prepare students by the courses they offer and what education they focus on. Then I would like to talk to various educators from my old high school and interview high schoolers and college students about their opinions of high school and how they feel being in the real world or preparing for the real world.
h. After conducting your research, what have you learned about the subject?
I am unable to answer that question at the moment.
i. What new questions have arisen?
How will I be able to talk to administration? Who will I need to contact? How do I contact those individuals?
j. What do you still want or need to know?
4. Anxieties
a. What are your hesitations and anxieties about this project?
I'm afraid that I will meet a brick wall with the school. I'm afraid they will not give me the opportunity to conduct my research. I'm also quite afraid to talk to individuals whom I am not that familiar with.
b. What are the challenges?
I have to first get permission to come into the school and interview students, teachers, so on.. I also have the challenge of time, when am I going to be available to do everything that I need to do.
c. Potential Obstacles?
not being able to do what i need to.
d. Is your idea realistic or doable?
I believe so. I think a high school would like to try and advocate their school in a better light and promote themselves.
e. Can you complete this in the allotted time?
Hopefully.
5. Topic
a. Can you write a concise paragraph about the subject of your video?
It's the great debate. Are students really ready to handle themselves in the real-world now-a-days, or do schools need to change available curriculum so that we can prepare students? Are schools thinking that they can release their graduates knowing they are capable while students have a different view? I want to explore the views of both the school, students, teachers, parents and how they are all similar or differ from each other.
b. If you had to write a press release, an abstract for a grant proposal, or a newspaper review for your piece, what would be a clear but brief description?
This documentary focuses on the high school and how well it prepares their students for the real world. It focuses on students, teachers, parents and administrations opinions and beliefs and what is available or needs to be available to students.
6. Background
a. What background information will your audience need in order to understand and be interested in this piece?
They will have to have knowledge of schooling by either being a teacher, being a student or a past student, knowledge of the real world and skills needed to function in it.
b. Is there a particular context for your topic that your audience needs to understand?
They need to understand skills needed to "survive" in the real world.
c. How well will this information be inserted in the video, how will it emerge?
It will be inserted throughout the video as it is the main subject.
7. Characters
a. Who are the main characters in your narrative?
the high school students.
b. For each character, can you outline their place or role in the piece, their place in the overall narrative, their relationship to other characters, what makes them interesting and/or significant?
The students opinions in the piece are ultimately the driving force of the piece. I will put them in real life scenarios and see how they can deal or handle those situations without help from a parent or another individual. Their answers will be either counter acted or supported by the views of teachers, parents and college students. What makes them important is that these students are our future, can they handle their own future?
8. Conflict:
a. What will be the central conflict or issue?
Are students prepared for the real world and what are schools teaching children so they can be prepared?
b. Who wants what from whom?
I want to know if students feel they are ready to go out into the real world.
I want to know what classes are available and what is being taught to our future.
Are students getting what they really need?
c. What aspects of this conflict do your characters represent?
the entire conflict.
d. Will your piece put different principles in opposition (different opinions, points of view, visions, solutions)?
Yes, I want point of views and opinions from every one.
e. Is there a culminating 'confrontation'?
Directly, everyone is involved in this. We have all experienced high school at some point of our lives and at one point in time we were thrust upon this "real-world". Did we feel prepared for it? Were we confident enough that we could become the adults we had to be? Students today are in an ever evolving environment and are our future, are we confident that they know how to handle our future also?
f. How will you communicate/present that in your piece?
I feel the answer has been stated before.
9. Structure
a. What are the action sequences?
b. can you describe the structure?
c. How will it begin, what is the opening sequence?
d. Will there be a culminating moment?
e. How will you handle the progression of time, can you describe how the piece will unfold?
-these questions cannot be properly answered at this time.
10. Content
a. Is there key symbolic imagery you want the audience to encounter?
I haven't determined that yet at this time.
b. Are there key facts you want your audience to gather along the way?
of course, I want the audience to know what is going on inside of schools and how we are preparing the youth for adulthood.
c. At what point will this information appear?
At this time I have no concrete answer.
11. Style
a. What are your thoughts about specific locations, camera angles, or lighting?
I don't feel a large concern for them at the moment but I feel that will change as I begin filming.
b. Do you want the piece to create a particular mood or feel?
I want the piece to make you think, I may want you to feel upset or angry but also understanding. Its undetermined.
c. How will you accomplish this?
I have no answer for this at this time.
12. Audience
a. Who is your audience?
Everyone.
b. What are their views and/or biases on this topic?
I do not know at the time.
c. Will your piece support or challenge their views?
It could possibly be either.
13. Resolution
a. How will your piece end, and what would you like the ending to accomplish for your audience?
I don't know how it will end but I want the audience to really think and care about their children's future and their own future and hopefully do something.
b. What effect or impact do you want your video to have on your audience?
I want thought and maybe change
c. Do you want to alter their views?
If i could, yes.
d. Do you want them to take a particular action?
It depends.
e. How will your video accomplish this?
f. What evidence to you need to present, and how will you organize and sequence it?
I will have situations given to the student and see how well they handle them.
14. Logistics
a. What is your production?
b. Can you write it down?
c. Can you break down the project into smaller components and/or a logical sequence?
d. Do you need to reserve equipment?
yes.
e. Can you generate a schedule/timeline for completion?
yes.
f. Schedule meetings and/or interviews?
yes.
g. What is your list of things to do?
I need to contact the school and set up meetings with teachers and ask if i can use their students in my documentary. I need to research other schools, and set up real life scenarios for students to complete. I need to write a script and create questions that every person i interview will answer.
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