HONORS 239V
Introduction to Visual Storytelling:
For Non-Journalism Majors
Spring 2021
U of Maryland - Philip Merrill College of Journalism
Fridays: 9 am-11:45 am
Room 1208/Eaton Theatre, Knight Hall
Spring Break
March 13-21
Last day of class
May 7th
Instructor
Tim Jacobsen
tmjphoto@verizon.net
301-696-1219-office
301.471.5887-cell
Course Description:
Students who enroll in this course will be invited to challenge themselves creatively on a visual communication level. The world we live in is becoming more and more loaded with visual stimuli. Everyone is taking photos. Everyone is shooting video clips. Everyone is uploaded and retweeting. Whether it be Facebook pop up advertisements, Instagram photos, Vine videos, selfies or video shorts, visual communication takes up a big part of our lives. A grand majority of that visual imagery is not so great. How do you make your imagery stand out?
Through the introduction to a series of key visual techniques, documentary skills, compositional tools and with the use of a powerful software suite, students will learn how to shoot, edit, display and tell simple to complex stories through the use of still photos and video clips.
The semester will be broken into two equal parts. The first half of the semester will deal with still photography, one the most powerful forms of communication. Weekly assignments and in class exercises will center on instilling good visual skills. You will learn how to find great images instead of snap photos. Tried and true compositional technics will be taught alongside sound documentary and ethical skills. Students will work consistently with the latest version of Adobe Photoshop, the industry standard for photo editing and digital manipulation.
The second half of the semester will center on video capture and the different styles of video documentary work. Growing on the techniques learned in the first half of the semester students will be encouraged to take visual and creative risks when completing their homework assignments. Students will be introduced to several powerful digital editing platforms. We will be discussed the pros and cons of each platform and when and why to use a particular platform.
The semester will culminate with each student producing, shooting, editing, organizing and presenting a short multi-media piece, suitable for professional display.
Course Objectives
Students will finish this course with a greater appreciation for good visual communication. They will understand that photography and videography are very power tools that they can master with simple but “tried and true” techniques. With the use of creative and thought provoking shooting assignments, students will gain the confidence to document their work with artistic flare topped with a personal touch.
Learning Outcomes
-Understand the power of good visual imagery
-Gain an understanding of simple photographic compositional technics
-Know how to survey a situation and find compelling and inspiring images within that situation
-Be aware of ethical considerations when documenting situations and when editing photos. Students will also learn that different final display platforms warrant different ethical considerations.
-Become confident in their ability to tell a story with photographs
-Have a working knowledge of basic Adobe Creative Suite software and other photographic and video editing platforms
-Realize the difference between a variety of video styles, from short man-on
the-street interviews, human interest stories and process videos to
graphic imagery videos and natural sound documentaries.
Equipment Requirements
-The college has a number of options for camera and video equipment that you may rental, including Nikon DSLRs, Ricoh Theta 360 video cams, microphones and tripods. It is, however, highly recommended that you bring and use your own devices.
-Portable data storage device for saving photo and video files. A Flash Drive (16 gb) or external hard drive is preferred. ICloud is an option.
-Headphones or ear buds during the video section of the course.
-An open and inquisitive mind
Teaching Philosophy
In photography/videography, we learn by doing. The more photos/videos we can take, the more we can figure out what works and what doesn’t work. Mistakes will be made. And that is fine, encouraged even. Mistakes allow us to more forward, creating a mental library of what didn’t work, but also, what might work for another situation. Through a series of in-class assignment and carefully constructed homework assignments, students will be encouraged to push themselves creatively, visually and as a confident visual documentarian.
Grading
Total Course Points Available 1000
Photography Section 300
Mid-Term Exam* 100
Video Section 300
Class Participation 100
FINAL PROJECT 200
Grading Rubric
Adherence to assignment specifics 20%
Understanding of assignment techniques 30%
Grasp of the creative process 30%
Attention to details 20%
*The Mid-Term Exam will consist of two parts. It will take place during Class #5
Part #1: Completion of a Final Project Proposal Worksheet. (25 points)
Part #2: Multiple-choice test on basic Photography and Visual Storytelling Terms (75 points)
Deadlines and ethical expectations:
Assignments are due at the end of each class/lab period unless otherwise noted by the instructor. Posting to the class blog will constitute handing in an assignment. Points will be deducted from the Class Participation grade if work is handed in late.
Students will receive point deductions if they do not come to class with the necessary equipment when requested.
All homework will be turned in on the class blog.
Photographs, videos, and interviews should portray people, scenes, and action as they are in real life. With the exception of basic editing and color correction, no photographs, videos, scenes or interviews may be staged, directed, falsified, coerced, or otherwise manipulated.
Whenever possible, students will not focus on friends, roommates or family members for interviews or shooting assignments, including the final project, unless they get permission from the professor beforehand.
Students will identify the subjects in their photographs, video and for their final project. No anonymous sources without prior permission from the professor.
Students will not include music tracks in assignments unless music is an integral part of the story, and, unless the instructor has approved the use of music.
Attendance:
If you have a legitimate excuse let the instructor know PRIOR to the class period to be missed. This is the only situation where makeup work is allowed. All students start with 100 class participation points. If a student misses class or hands in an assignment late, without the prior approval of the instructor, points will be deducted from that total.
For those taking the class remotely, you will still be requited to log into the class Zoom sessions at the start of class. If there is a reason you cannot log in at the start of class, please inform the instructor beforehand. Even though all class sessions will be recorded, you are still required to attend class.
Remote students are also required to log into each Zoom session with their cameras on and keep them on during lectures, class discussions, guest speakers and critique sessions. Cameras can be turned off during class editing sessions and video and documentary presentations.
Academic Integrity:
Academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism, will not be tolerated. The college has adopted a “zero tolerance” policy on academic dishonesty. Any abridgment of the university’s academic integrity standards in a College of Journalism course will be referred directly to the dean. The dean will send all confirmed cases to the university's Office of Judicial Affairs with a recommendation of expulsion from the University. Please see Code of Academic Integrity and Student Honor Council for details.
All assignments, photos and video clips handed in must be taken by you. If file footage or stock footage is used in your final project, it must be attributed to the original author or source.
Religious holidays:
There will be no tests or major assignments scheduled on religious holidays identified by the university. If you expect to miss a class due to a religious holiday, please notify the instructor in writing before the start of the second class.
Students with Disabilities:
Students with a specific disability (permanent or temporary, physical or learning) needing special accommodation during the semester should make an appointment to discuss their situation.
SCHEDULE
Note: This schedule is subject to change. The instructor reserves the right to modify the schedule at anytime to best fit the needs of the class. Check Canvas or the class blog for the latest version and updated information about upcoming homework assignments and lecture material. The instructor will do his best to inform students about schedule changes. Updates to the blog and group e-mails will be the most used forms of communication.
Class 1, March 29th
LECTURE
-Introduction to class dynamic and student expectations. Construct class blog and
sign in all students as contributors.
-Discussion on the types/styles of multi-media projects you will encounter during
the semester.
-Examples of good Multi-Media projects.
-Final Project Criteria: Start thinking about a final project topic/idea now. A proposal will be due on/by Class 5.
-What makes a good photo? Why do I want to look at this image? Discussion of techniques and compositional skills used by photographers. Entry points, visual stop signs, the Rule-Of-Thirds, Color v. B&W and Angle-Of-Attack are all discussed.
HOMEWORK: Oh Maryland, Your Maryland
Photo Assignment #1 (50 points): Let me see what you can do. The University of Maryland is a great campus, big, but great. Each of you travels differently through its many walkways, corridors and buildings. You each see various locations and admire different aspects of this campus. For your first assignment, I want you to show me what makes College Park special to you. Document your travels during one day, a typical day, from start to finish. From dawn to dusk and beyond. You will need a minimum of four photos for uploading to the class blog. Strive to shoot a lot of image. The more the merrier. Bring all unedited images to class for editing during next class.
Class 2, February 5th
LECTURE
-Introduction to Adobe Photoshop and Adobe Bridge. From start to finish. Designing a basic workflow. Getting your images off your camera/phone. Basic does and don’t with editing. File types, file size, file saving and display options.
-Blog posting basics. Short discussion on how to post and what to post. Image sizing, captioning information and labels.
LAB
-Edit and post Photo Assignment #1.
IN CLASS
-Discussion and short exercise on the three types of images every good photographer looks for when documenting a scene.
HOMEWORK: People, Portraits, and Profiles
Photo Assignment #2- (75 points) Find a friends, coworkers, faculty members or family members and shoot a series of portraits of them. One could be a new LinkedIn profiles photo. You will need a minimum of three distinctly different portraits. Think about light, location, framing composition and style. Try not to photograph all your portraits in the same place. Editing will be done in class next week. Bring all your unedited images with you. You will unload the best portrait from each of your photo sessions. Extra points awarded if one of your subjects uses your image for their LinkedIn profile.
Class 3, February 12th
LAB
-Lets get to editing right away. Edit and post to the blog your images from Photo Assignment #2.
LECTURE/DISCUSSION
-Where are we at with Final Project ideas? View and discuss a few examples of good projects. And lets not forget a few bad projects.
IN CLASS
-Knowing how to take a good portrait is an imperative skill for the well-rounded photographer. Why are some portraits so damn good? What sets them apart? Lets figure that out. We will look at and critique some famous portraits and discuss different styles of portraits. Then we will train our lenses on each other.
-Students will pair up and take simple environmental portraits of each other.
HOMEWORK: Three, It’s a Magic Number
Photo Assignment #3 (75 points): Attend a campus/local event and document it visually. The event can be a sporting event, political event, social event or other “happening.” Stay away from house parties, bars and other events where you are a participant or that are inappropriate for class. Look for visually interesting angles. Document with the three styles of images that photographers have in their arsenal. You will need at least one Detail image, at least three Medium images and one Overall image Editing and posting will be done in class. You will need to bring in all your unedited images to class.
Class 4, February 19th
LAB
-Edit and post Photo Assignment #3
IN CLASS
-More examples of Multi-Media projects. Some different styles will be shown. The use of music will be discussed.
-Telling a more in-depth story with photos. Looking for the details, the little things, and the often overlooked elements of a scene. Think of your images as a cast of characters. What are their rolls? Who is the lead? Who is an extra? Who is the nutcase we can’t stop talking about.
-As a class, in 20 minutes, document Knight Hall from top to bottom and inside and out.
HOMEWORK: Strive For Five
Photo Assignment #4: (100 points) Attend an event (sporting, academic, social) and tell the story of that event in exactly five photos. Make your audience want to attend. Think about how each image would/could be displayed. Which is your Lead, Supporting Cast, Extra, Wild Character, and Location Identifier?
Class 5, February 26th
LAB
-Edit and post Photo Assignment #4
IN CLASS
-Final Project Proposals are due. (25)
-Open call Brainstorming session. This is not a case where too many cooks spoil the broth. The more input you can get, the better.
HOMEWORK: The Good, The Bad And The Ugly
Pre-Video Assignment: (25 points) Find and post to the class blog an example of a good and bad multi-media project. Provide a short blurb about why each is
fantastic or forgettable. Examples should be posted before the start of class next week.
Class 6, March 5th
DISCUSSION
-Look at and discuss several examples from The Good, The Bad and The Ugly multi-media projects that you posted
LECTURE
-Introduction to Video Storytelling.
-When video works best.
-Tips and Technics for better video.
IN CLASS EXERCISE
-We will do some simple video interviews, discussing the does and don’ts concerning lighting, framing, being a good listener, backgrounds and ambient sound.
HOMEWORK: MOTS
Video Assignment #1: (50) Man-On-The-Street interview. Come up with a question related to a local, national, social, political or regional topic and interview five to seven people about that topic. Remember to pay close attention to where the light is coming from, distracting ambient sound and good “look space”.
Class 7, March 12th
LAB
-Introduction to Adobe Premier Pro.
-Discussion of the Interface, importing media, trimming clips, adding effects, structuring your video and exporting the final product.
-Edit, organize and export MOTS projects. Upload to YouTube or Vimeo and post to class blog.
LECTURE
- Making your videos more visual appealing. The art of sequencing.
- Looking for the Overall Shot, Medium, Detail, Ultra-wide, odd angle and more
-When to use a tripod and when not to.
-Breaking The Plane, also known as the 180-degree rule.
IN-CLASS
-Edit and organize a series of provided video clips into a logical sequence.
HOMEWORK: A Sequence of Sequences
Video Assignment #2: (50 points) Find three tasks that have repetitive movements or a logical sequence of movements. Document that task from a minimum of six different angles. Keys here are visual diversity. And remember not to Break The Plane. Examples of good tasks would be: bowling, riding the elevator, doing laundry, riding Metro or taking a walk in the park.
SPRING BREAK March 13th to March 22nd.
Class 8, March 26th
LAB
-Edit, export and post Video Assignment #2.
LECTURE
-Sound and how it can make or break your videos projects. Short discussion on collecting good sound and what makes good sound. Distance, duration, distract.
-Music. Using or abusing music in a project
IN-CLASS
-Break up into teams of two. In 30 minutes, find at least five distinctly different sounds that you can record video of.
HOMEWORK: Sound It Out
Video Assignment #3: (75) Over the next week, find a variety of visual situations that also incorporate unique and distinctive sounds. Your situations do not have to relate to each other, but should have some sort of cohesion. You will need at least ten “sound” clips. Examples of a cohesive group include a person playing tennis, running on a treadmill, swimming in a pool, hitting a golf ball, shooting a free throw, doing sit ups. Or, sounds from the game. Ten unique sounds from a sporting event or other game. Sounds of campus. Sounds of the city. And don’t forget about sequencing.
Class 9, April 1st
LAB
-Edit and organize Video Assignment #3.
-Introduction to more advanced Premier Pro operations. Titles, overlays, sound/video fades, P-in-P, etc.
DISCUSSION
-Where are we with your final projects? Open discussion concerning final projects.
LECTURE
-More info on telling a story.
-Decide, first, what story it is you want to tell.
-What is the structure going to be?
-How long does it need to be?
-Who is your audience?
IN-CLASS
Lets look at a bunch of examples of multi-media projects. From student projects, to professional projects, to marketing videos, to web based how-to videos. Lets figure you which project style and project flow works best for you.
HOMEWORK: A Day With Me In A Minute
Video Assignment #4 (75 points) Produce a short (60 to 90 seconds) video about your typical day. You can use still photos only with a voiceover or text screens, an assortment of video clips, again with voiceover narration or text screens, or a combination of still photos and video clips. You could also set your video to music. Remember, this does not have to be a “timeline” style project where you start with getting up, brushing your teeth, catching a bus to your first class, going to the gym, running to class two and ending with you pulling the covers over your head at 12:35 am. It could be that, but think more creatively. Your video does not, repeat, does not, have to be shot all in one day.
Class 10, April 9th
LAB
-You guessed it. Edit and post Video Assignment #4
-This should take a good bit of time.
LECTURE
-Weekly reminder to keep focused on Final Projects.
-How to stay organized.
-Keeping your project files organized.
HOMEWORK
-Work on shooting, making contacts and organizing your final project media. What don’t you have yet? What do you need to reshoot? Is everything you have already in the right place?
Class 11, April 16th
In-Class
Video Assignment #5: Don’t Be A Tease
Final Project Trailer (50 points): Edit and post a trailer/teaser video for your final project. This should be 60 to 90 seconds of the good stuff, but not so good that you give away the storyline.
Class 12, April 23rd
LAB
Editing day. Start organizing and editing your final projects.
Class 13, April 30th
LAB
Editing day. Last chance to button up Final Projects. It is a good idea to have other students watch and listen to your project. They may see or hear problems or issues that you have overlooked. Think of this as Proof-Viewing, a visual way
to Proofread your project.
Class 14, May 7th
MOVIE DAY:
Presentation of Final Projects. Students need to have their final projects ready to view before the start of class. We will watch and critique each project, time permitting.
Final Project: (200 points): The final project should demonstrate the skills you have learned throughout the course of the semester. Video clips and/or still photos should be clear, focused and have good composition. Interviews should be framed correctly, have good lighting and clear audio. Formatting of all text screens and graphics should support the overall dynamic of the project, they should not overshadow or distract from the other visuals you are using. The length of the final project is fluid. It should be as long as you need it to be. Having said that, you should be shooting for a run time of between 2:30 and 4:30 minutes.
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