MADT 468: VIDEO PRODUCTION WORKSHOP (Lecture and Lab)

COURSE DESCRIPTION

The primary purpose of this course is to provide an opportunity for students to explore and experience many aspects of multi camera, “live capture” video production.

In this context, it is my hope that every student in the class develops the relevant knowledge, skills and attitude to be a competent and contributing member of any media production crew in any setting.

This is a course required for the B.A. Media Arts

COURSE MODALITY

This course primarily employs a face to face mode of instruction with asynchronous elements blended in via Blackboard Learn.

Students are expected to attend class each week, where they will learn necessary skills through demonstration, hands-on practice, and active learning exercises.

ELEMENTS OF COURSE DESIGN

In MADT 468, we do multi-camera live recordings of events and performances, usually on campus. Instruction is driven by the amount and type of productions on the schedule.

Typically, the spring semester begins with a lot of basketball. It is not unusual for our first Women’s and Men’s basketball games to be after the second, class meeting. The first two class meetings are focused on the students learning how to set up and operate the equipment we use in the field.

On the first pair of basketball games, I have everyone in the class attend either the Women’s or the Men’s game, so each of the students have the experience of either setting up or striking the equipment. On this first production each student is given the chance to operate in all camera positions, as well as technical directing and directing. Subsequently, the students sign up for scheduled productions and become part of a crew/team of (ideally) six.

STUDENT ENGAGEMENT & FEEDBACK

Beyond operating the equipment, there are many facets to the course material presented. This example is related to directing basketball: In a single class session, we will view examples of basketball games done professionally for broadcast and examples of what students in my previous classes have done. I point out the importance of consistent communication and teach the vocabulary that I recommend. I also discuss certain concepts relating to directing basketball specifically and provide a “quick start” handout, which reinforces what we’ve gone over in class. There is a quiz relating to this material given in BBL.

The students also have opportunities to demonstrate their mastery of the material when they direct part of a basketball game. While we are recording the games, the intercom track is also recorded. I edit each individual student’s directing into a YouTube clip and provide them with the unlisted link to their directing. After viewing their directing work, the students reflect on their performance as well as the experience overall. I read the student’s reflection and provide individual feedback.

The student instructor interaction in my class is continual during class meetings and when we are in the field. I strive to get to know each of my students individually and I consistently interact with them while we are doing productions by answering questions and providing suggestions and feedback. I also screen examples of the students’ directing in class enabling discussion and feedback from peers.

Student to student interaction permeates the class. The students work together through their classroom training and on all productions. There’s no formal group work, such as a group project or the like. The students engage in a sort of group work while working together as a crew on the productions the class does.

The face-to-face and experiential nature of MADT 468 precludes the need for discussion boards.

At the initial class meeting, I have the students enter their cell phone numbers on the class roster. Then I have them text me a picture of themselves, along with their preferred pronoun, to give me the opportunity to connect a name with a face and so that I can easily communicate with them via text messaging throughout the semester. The first thing we do after I introduce myself, is go around the room and each student tells a little about themselves. As this happens, I demonstrate how it is an exercise for me to learn their names.

TECHNOLOGY & TOOLS

I use a variety of technology and tools in my class. For hands on learning there are cameras, tripods, a video switcher (the TriCaster 410), an audio mixer and a wireless intercom system.

For communication we use email and text messaging. There is ample face- to-face communication.

The students are able to see the directing they do on unlisted YouTube links that I share with them. We do quizzes, journals and grading in Blackboard Learn.

OPPORTUNITIES FOR ACTIVE LEARNING/CIVIC ENGAGEMENT

If they have the slightest concern about being successful in my class, students cannot avoid being exposed to active learning. Additionally, Civic and community engagement also permeate my class. In the campus community, we do productions with the Athletics Department, the North State Symphony and the Department of Music and Theatre and the Associated Students, to name a few.

From time to time, we will take field trips off campus to record events and performances at the Chico Women’s Club, for example. Almost everything we record is done in the context of it being a product we are producing for a client. For example, the recordings we do each year for the Associated Students’ Gender and Sexual Equity Coalition’s production of the Vagina Monologues are copied for the performers and become part of GSEC’s archives.

ELEMENTS OF EXPERIENTIAL LEARNING & CONNECTIONS TO THE PROFESSION

For students who pursue a career in media production, my course provides a good foundation from which to start. For me it boils down to giving my students the knowledge, skills and attitude to be successful in the real world.

I offer the basic knowledge of the kinds of equipment they will encounter in the real world. Many of the skills I teach are unique to my students’ college experience. Directing multi camera live, remote events is one of them. In my class I emphasize the importance of being part of the crew or team. Being reliable, punctual and having a positive work ethic are arguablyuniversal qualities for success.

TRAINING IN COURSE DESIGN

I have participated in four FLC programs. From the Inclusive Teaching Academy in 2018, I learned to be aware that the diversity of students in my classroom should be respected and celebrated. I revised my syllabus to contain welcoming and culturally sensitive language. I learned to ask my students what their preferred pronoun is as my overall awareness of how I communicate in the classroom was greatly improved.

In the Improve Your Teaching Practice FLC in 2019, I developed strategies relating to my teaching as well as in the areas of student support and assessment. In June 2020 with the Pandemic in full swing I participated in the Virtual Learning Academy, where I learned strategies for redesigning my hands on course to be completely on line. There was some emphasis on accessibility of classroom materials, and I learned how to make my syllabus accessible.

In our Institute on Active & Experiential Learning, I learned that for the most part, the class I teach is reasonably well designed, as hands on experiential learning classes go. I found the textbooks supplied very insightful and handy. I see the value of creating collaborations with faculty to the mutual benefit of our students and like the idea of fostering the concepts of community and a sense of place in my class.

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