NEWM N253

Introduction to Digital Video

Department of Human Centered Computing
Indiana University School of Informatics and Computing, Indianapolis
Fall 2016

Section No.: 26190 Credit Hours: 3

Time: 12 noon-1:15 p.m.
Location: IT270, Informatics & Communications Technology Complex
535 West Michigan Street, Indianapolis, IN 46202 [map]
First Class: August 22, 2016
Web site: Canvas FA16-IN-NEWM-N253-26190

Instructor: John King, M.S., Lecturer, Media Arts and Science

Office Hours: TBA and by appointment.
Office: IT469
Phone: (317) 278-4145 (Canvas e-mail strongly preferred – I’m rarely at my desk, but often at a computer)
E-mail: Canvas e-mail only

Prerequisites: N202.

COURSE DESCRIPTION
Introduction to video production techniques for digital media. Hardware, software, and technique are
explored through lecture and projects. All phases of video production are addressed, from pre-
production through production to post-production with a focus on the digital media aspects.

Learning Outcomes:
• Demonstrate a working knowledge of the following: the video signal, camera operation, lighting
techniques, audio recording, interview techniques, basic visual composition and conventions.
• Understand the theory and current practices involved in successfully planning, shooting, editing
and delivering a complex digital video project.
• Pre-production: Develop ideas, planning, scripting, scheduling, and delivery requirements.
• Production: Understand various types of production, camera handling, framing, lighting, interview
techniques, sound recording, and shooting for coverage.
• Post-production: Use A-rolling story structure, B-rolling coverage, voiceover, editing and
creating graphics with Avid Media Composer.
• Presentation: Demonstrate knowledge of exporting final video to specific media formats suitable
for uploading to video hosting web sites.
• Analyze video in terms of effective delivery of information through successful production and
post-production techniques.
• Participate as a member and/or leader of a video production team.

Course Objectives:
• To teach effective methods of conveying information through the use of video technology:
developing ideas, translating ideas into a visual medium, effectively structuring ideas/information.
• To thoroughly explain the requirements of pre-production, production and post-production,
which students will put into practice on their assignments.
• To instruct the basic operation of the tools involved in video production: cameras, lights, grip
equipment, microphones and editing & presentation software. There are several additional in-
depth video courses that you may take within the School of Informatics.
• To give a rudimentary understanding of lighting techniques including 3- point lighting and color
temperature. There is a separate Lighting and Field Production class that gives a more in-depth
look at lighting for digital video production.
• To give a rudimentary understanding of digital audio and the best practices for achieving solid
audio tracks. There are several additional in-depth sound courses that you may take within the
 2

School of Informatics.
• To provide a comprehensive understanding of techniques involved in successful interview
shooting.
• To explain the principles of visual composition as expressed in shooting, editing and the creation
of basic graphics.
• To teach the practice of A/B rolling as an editing convention.
• To provide a basic understanding of the video signal, including a fluency in the terminology
associated with digital video technology and production.
• To assign projects written, shot, and edited by students individually and in groups.
• To provide a strong foundation in editing

Principles of Undergraduate Learning (PUL):

This course design reflects IUPUI’s Principles of Undergraduate Learning (PULs). Undergraduate students
will experience a major emphasis on PUL 1 (Core Communication – oral presentation and writing), and a
moderate emphasis on PUL 2 (Critical Thinking) and PUL 3 (Integration and Application of
Knowledge). Others include:
• Intellectual depth, breadth, and adaptive thinking
• Understanding of society, tradition and culture
• Values and ethics

Required Textbooks:
Title: Digital Filmmaking for Beginners: A Practical Guide to Video Production
Authors: Michael K. Hughes
Edition: 2012 edition
Publisher: McGraw-Hill Companies
Book site: https://www.mcgraw-hill.com.au/html/9780071791366.html
ISBN: ISBN10: 0071791361, ISBN13: 9780071791366.
Available at IUPUI student bookstore and on Amazon.com: http://www.amazon.com/Digital-Filmmaking-
Beginners-Practical-Production/dp/0071791361/

Title: How To Shoot Video That Doesn’t Suck

Authors: Steve Stockman
Edition: 2011 edition
Publisher: Workman
Book site: http://workman.com/products/9780761163237/
ISBN: ISBN-10: 0761163239, ISBN-13: 978-0761163237
Available at IUPUI student bookstore and on Amazon.com: http://www.amazon.com/Shoot-Video-That-
Doesnt-Suck/dp/0761163239

Recommended Textbook:
Title: The Visual Story: Creating the Visual Structure of Film, TV, and Digital Media
Authors: Bruce Block
Edition: 2007 edition
Publisher: Focal Press
Book site: https://www.routledge.com/The-Visual-Story-Creating-the-Visual-Structure-of-Film-TV-
and-Digital/Block/p/book/9780240807799
ISBN: ISBN-10: 0240807790, ISBN-13: 978-0240807799
Available at IUPUI student bookstore and on Amazon.com: https://www.amazon.com/Visual-Story-
Creating-Structure-Digital/dp/0240807790/

Required Software and Other Materials:

• Pen and paper for taking notes and completing in-class tasks as assigned.
• Access to Microsoft Office, QuickTime (IUPUI provides access to this software.)
• Access to Lynda.com tutorials through SOIC at IUPUI.
 3

• Access to Avid Media Composer — Note: You are not required to purchase this software, but
you will need access to it. To that end, the software is installed in the IT 270 lab, which is our
classroom, and you can work in this lab after hours or on weekends without having to purchase
or rent the software.
o If you would like to purchase or rent the software for your personal machine, it is
available through http://apps.avid.com/education at the student subscription price of
$9.99 monthly. However, this may mean a 1-year commitment, so you’ll need to
continue taking video courses next semester to get your money’s worth.
o Unfortunately, IUPUI’s iuware site does not provide free downloads of Avid Media
Composer at this time, but this software is required for the course and the rest of the
MAS program’s video production courses.
• Avid Media Composer keyboard cover. This is a keyboard skin that shows all the Avid keyboard
shortcuts, which will be tremendously helpful as you’re learning to use the software. These can
be checked out from IT259 or purchased online: http://www.amazon.com/LogicKeyboard-
LogicSkin-Apple-Keyboard-Composer/dp/B005BLPZOE
• Internet connection for accessing Canvas, E-mail, and Lynda.com tutorials (provided to students
through university)
• Headphones or ear buds for use ONLY when editing projects, not for tuning out class.

Lastly, but perhaps most importantly:

• USB Hard Drive (specs: at least 500 GB, 5400 rpm, USB 3.0): This is NOT a thumb
drive. Don’t try to do this class with just a thumb drive. They’re not fast enough to store and
handle the project files you’ll be creating.
o This external hard drive will be used to store and transport digital projects. If you don’t
own one, get one. You will use it in multiple classes, not just this one.
o You need a drive that is formatted to ExFAT. This means you can transfer very large
files like the ones we will create in this class.
o If you already own a hard drive that you plan to use for this class, then you need to
make sure it’s formatted to ExFAT. If you don’t know how to format it, don’t worry. I’ll
show you how in class. However…please note…
o Reformatting your hard drive to ExFAT erases all the information on the
disk, so don’t bring in a hard drive with tons of personal or academic stuff saved on it
and not backed up anywhere else, or you’ll have to copy everything off before you can
re-format, and that always takes forever.
o Don’t ask for formatting help until you’ve ensured your drive is blank or completely
backed up elsewhere.

Optional, but very helpful materials:

• Reflector/bounce card. White posterboard is fine – you’ll likely need this to reflect light if you
shoot outdoors.
• Gels for lights. We have some, but not many — check with local shops such as Roberts Camera
(https://robertscamera.com) or Hammer Lighting and Grip (http://hammergrip.tv), or go online
and get something like this: http://www.amazon.com/Cowboystudio-Color-Correction-Gels-
inches/dp/B0036BGJ2I)
• Diffusion sheets for lights. We have some, but not many — same as above.
• Spare 16GB SD memory card for camera
• Work gloves for handling lights

Equipment You Can Check Out:

You are required to shoot live-action video in a team setting for this class. You will have access to the
following equipment for checkout, but quantities are limited, so reserve what you need in advance:
• JVC GY-HM100U or GY-HM150U high-definition digital video camera with 16GB memory card
• Avid Media Composer keyboard cover for Macs (great for editing)
• Tripod and sandbags for stability
 4

• Microphone(s) – lapel, handheld, and boom

• Boom pole(s)
• XLR Cables (needed whenever you check out a microphone)
• Light kit
• Reflectors, gels, and diffusion (Note: We don’t have tons. Depending on the effect you want or
the situation in which you’re shooting, you may need to purchase your own supplies at local
camera shops such as Roberts, or you can go online.)

Instructions for Checking out Equipment:

• Checkout hours and other info are posted here: http://soic.iupui.edu/technology.
• Check available equipment at: http://informatics.iupui.edu/technology/equipment.
• Review equipment policies at: http://informatics.iupui.edu/technology/policies/equipment.html.
• For pickup, go to Room IT259 (next to the stairwell in the NW corner of the building)
• For each team project, appoint one member of the team responsible for the pick-up and drop-off
of the equipment. This helps to keep things organized and ensures someone is accountable.
• Make your equipment reservations at least 24 hours in advance. Do not wait
until the last minute to try to reserve a camera.
• Plan shooting schedules and pick up equipment ahead of time to ensure availability of gear.

Accessing the IT270 lab classroom for after-school hours:

To get access to IT270 after 9 p.m. on weekdays or after 6 p.m. on weekends, you will need to complete
a request form located here: https://soic.iupui.edu/app/technology-management/index.php/facility-access
and have Mike Lulgjuraj swipe your card to give you access. You’ll need to make abundant time to work
on projects outside of normal class time to be successful in this course. The average assignment can take
beginners as much as 8-10 hours or more to complete well. Early in the semester, Mike will visit class to
get everyone’s card swiped at once, but if you miss that class day, you’ll need to see him on your own. His
office is on the 4th floor of the IT building, across the hall from my office.

Using Avid Media Composer and Lynda.com

Avid Media Composer is industry standard video editing software. Although it’s not the only video editing
suite on the market, it is used all over Hollywood and elsewhere movies and TV shows are made. Avid
Media Composer is used in several classes in the MAS program, often on a Mac. You should expect to use
Apple machines and Avid software in this classroom. Please do not bring your own PC and Adobe
software to use instead. That misses the whole point. If you know how to use some other editing
software, that’s great — this gives you an advantage when learning Avid software.

IUPUI provides students with access to Lynda.com tutorials to learn at your own pace as the semester
progresses. This is not “teaching yourself” the software. This is class material provided to you that you
will be expected to use, just as textbooks and supplemental handouts should be read, lecture notes
should be taken, equipment should be checked out and used, etc. Class time, lectures, and projects are
designed to convey concepts, methods, practices, and theories related to various aspects of video
production. This is not a software class at a technical school. We do not go over, step-by-step, click-by-
click, how to open and use every function within the software. Lynda.com tutorials delve much deeper
into working with the software than what I can show during class time.

One of your first assignments will require you to use Lynda.com tutorials and the footage provided to
show you how to build a short documentary piece. Expect to watch a total of 1-2 hours of tutorials per
week for the first few weeks until this first project is due, as well as following some demonstrations in
class. In-class demonstration will not cover everything because the tutorials do that.

These tutorial chapters are clear, paced well, and broken into small chunks (many segments are less than
10 minutes, so you can watch them in small bursts, or revisit them later to refresh your memory). They
provide everything you need to know to be successful using Avid software in this class. You’re not
expected to become an Avid expert. You just need to gain proficiency.
 5

The software is just one tool among many we’ll be demonstrating and using. We may, from time to time,
watch a tutorial as a class or demonstrate something specifically, but overall, the tutorials are there for
you to use. There will be days when we look at the software as a class and discuss specific techniques.
We also have several scheduled “work days” in class when you can work, ask questions, catch up on
tutorials, etc. This approach is consistent with many other classes on campus and within this department.

Homework:
For a class that meets for 160 minutes total each week for 3 credit hours, you should expect to spend at
least that much time outside of class completing assigned readings, tutorials, and/or projects. More time
probably will be necessary, depending on the week. Some projects, especially the later ones, will require a
great deal of time, so a lot of in-class “lab time” has been provided as well as ample distance between due
dates. The final project is staggered, too, so you don’t have to turn in all the stuff at once – it’s stuff that
you turn in from week to week as you build toward the finish line. Here’s what we’re doing:

Assignments: Glass Blowing Documentary (Lynda.com) (50 points) = 5%

Project 1 – Scavenger Hunt (50 points) = 5%
Project 2 – Interview w/B-Roll (150 points) = 15%
Midterm Exam (100 points) = 10%
Final Project: Documentary Proposal (25 points) = 2.5%
Final Project: Shot List (25 points) = 2.5%
Final Project: First Cut Transcription (25 points) = 2.5%
Final Project: First Cut (50 points) = 5%
Final Project: Final Cut (250 points) = 25%
Final Project: Final Cut Transcription (75 points) = 7.5%
Reading Quizzes (10 points each X 10) (100 points) = 10%
Participation (100 points) = 10%

TOTAL POSSIBLE 1000 POINTS

Specific instructions and expectations will be distributed as each task is assigned.

Grading Scale: 93-100% A 77-79% C+

90-92% A- 73-76% C
87-89% B+ 70-72% C-
83-86% B 67-69% D+
80-82% B- 63-66% D
60-62% D-
< 60% F

No credits toward major, minor, or certificate requirements are granted for a grade below C. No credits
toward general education or elective requirements are granted for a grade below C–.

General Rubric:
• “A” represents superior work that goes above and beyond the requirements of the course. “A”
work shows substantial creativity and insight, often superlative and professional quality.
• “B” represents good, solid work with clear improvement over the duration of the course. “B”
work meets all course requirements and shows some creativity and insight, but is not superlative
and represents work that is still a bit rough.
• “C” represents work that meets course requirements, but fails to demonstrate significant
improvement or command. “C” work is considered average and often is rough or very rough.
• “D” represents work that in one or more ways fails to meet the requirements of the course, but
just barely meets basic competencies required and is enough to pass, but is very, very rough.
• “F” represents general failure to meet the requirements and competencies of the course or
assignment.
 6

EXPECTATIONS, GUIDELINES, AND POLICIES

Participation, Or: “College is Like a Gym Membership”

Politicians and other talking heads in the news like to use the term “customer” to describe college
students, and will often compare students to customers in restaurants or stores. This is not an
appropriate or accurate comparison. A more appropriate and accurate comparison is that of an adult
enrolling for a gym membership. If you sign up for a gym membership and never go work out, then you
won’t benefit from the money you’ve invested.

If you go work out sometimes, then you might get some benefit, but probably not as much as those who
show up and work out every day. If you go work out all the time, you’ll probably see results, but keep in
mind, it’s not just about going — it’s also about putting in the work.

Some people go to the gym and spend the whole time flexing in front of the mirror and watching
television. Some ride a bike for a few minutes until they’re out of breath and give up. Some go to make
romantic connections or maintain social status with other friends who work out. They’re not serious
about it, though, and they won’t benefit, and they’ll often give up and quit going to the gym.

Some people think working out is boring. They aren’t interested in working out. They aren’t interested in
any of it. Yet they sign up for a gym membership anyway. This is not the fault of the gym management.
You can’t blame the gym when you sign up for something you don’t want and never do anything. You
don’t get the benefits of working out just by paying your membership fee.

But some people sign up for a gym membership and go every day. They work harder than anyone in the
gym, including some of the employees. Those are the ones who see dramatic results and improvements.
Those are the ones who really get their money’s worth. Their picture ends up on the wall of the gym.
They got maximum benefit (top health) for their investment (membership fee, time, and effort). They get
to be proud of their accomplishments. The benefits go on and on.

With all of that in mind, you want the most out of your membership in any college class, then you need to
do a lot more than just pay your fees. You need to work very hard to see the maximum benefits.

The course participation grade is a combination of factors such as attendance, punctuality, work
ethic, responsibility, decorum, and attention to due dates and policies on the syllabus, etc. Students who
show up on time, work hard, and respect others usually do very well.

Attendance is taken every day so that I can track your participation, but again, attendance is only part of
your participation grade. Perfect attendance doesn’t necessarily mean a perfect participation score. You get
three (3) absences to use however you like and for whatever reason. However, if you miss an important
due date, exam, or other graded activity in class, then you will not be allowed to make up the work unless
you can provide official documentation in case of an emergency, illness, official obligation, or approved
university activity (all of which should be able to supply documentation for you to give to an instructor
upon your return to class).

Some examples of approved absences with documentation include, but are not limited to:
§ Medical issue(s)/illness requiring doctor/hospital/health center visit
§ Field trips or immersive projects for another class
§ Athletics or other official university business
§ Military deployment or assigned duty/training
§ Jury duty/Legal obligations

Excessive unapproved absences will affect your grade. Skipping class is an unapproved absence. Advising
meetings, employer scheduling conflicts, routine doctor's appointments, student activities, helping your
landlord move a dryer (actual excuse I once got), fighting with your ex, personal travel arrangements at
breaks or weekends, and ESPECIALLY project work for another class or a student organization are all
conflicts you have at least some control over scheduling, so they generally are not acceptable reasons for
 7

missing class. They usually will not be approved. If you schedule appointments or other responsibilities
that conflict with this class, then those unapproved absences add up and will affect your grade. Here's
what happens to your final grade in the class with each unapproved absence:

1st unapproved absence: No penalty unless a major due date, exam, or other activity is missed.
2nd unapproved absence: No penalty unless a major due date, exam, or other activity is missed.
3rd unapproved absence: No penalty unless a major due date, exam, or other activity is missed.
4th unapproved absence: -50 points (one letter grade deducted from final class grade) + missed work
5th unapproved absence: -100 points (two letter grades deducted from final class grade) + missed work
6th unapproved absence: Automatic F for the semester.

Although I track class attendance, you are responsible for counting your own absences. If you have to ask
how many absences you have, then you've probably missed too many.

Also, you are responsible for making sure you sign the attendance sheet or respond to roll call, whatever
the case may be. If you are present but do not sign in or respond, then you are counted absent. "I forgot,"
"I came in late," and "It never got to me," etc., are not acceptable excuses. You must take responsibility to
ensure your presence is documented appropriately.

If you know you will be absent for a legitimate reason on a certain day, your responsibility is to look
ahead on the schedule and see what we’re doing, then communicate with your instructor. I do not
provide class notes via e-mail. You’ll be expected to turn in assigned work early.

Punctuality: Everyone runs late now and then, but frequent tardiness or early departure is disruptive,
and if it’s the result of a scheduling conflict, see above. If you are the type of person who is often late, I do
notice, and this factors into your final grade. On the other hand, perfect attendance is impressive and can
help your grade. Sometimes, I even award bonus points for perfect attendance. Sometimes.

Late Work Policy: Normally, I won’t accept late work without penalty unless there’s official
documentation of some sort from a physician’s office, legal representation, or an office of the university,
though some exceptions may be made in rare circumstances.

Generally, late work submitted without legitimate reason receives an automatic 59% if not turned in by
the required due date and time. The most you can earn on a late assignment is 59% no matter how much
you revise the work. Once 7 days have passed since the designated due date and time, if you still have not
communicated your situation or delivered an assignment, that 59% turns into a zero on the assignment.

In order for your work to be considered for late acceptance without penalty, you or someone acting on
behalf of you must contact the instructor by e-mail to explain your situation, preferably IN ADVANCE of
the due date and time, or at the very most, within 48 hours after the due date and time. Your situation
must be some kind of emergency or other unforeseen circumstance that can be somehow documented in
writing and verified, and the date on the documentation must match or span the due date you missed.
You must provide documentation when you and your instructor arrange for you to turn in the late work.

Any in-class work or quiz you miss because of unapproved absence(s) cannot be made up.

On the Final Project Final Cut and Final Transcription, late work is not accepted for any credit unless
extreme and verifiable circumstances arise that affect all members of your group and prevent everyone in
the group from attending on the due date.

Computer Use: There are times when using a computer during class is appropriate, such as taking
notes, using Canvas, or looking at class materials. If what’s on your screen has nothing to do with class,
then you should shut it down. If you’re playing games or using social media or streaming sites, especially
during lecture or critique, then that’s a disruption, and my grad assistants and I reserve the right to ask
you to shut it down. If you do not adjust the situation, then I reserve the right to dismiss you for the day
and/or deduct from your participation.
 8

Gaming Policy: Gaming in class (computer-based, portable device-based or otherwise) is absolutely

not appropriate at any time. I will issue one warning if I see someone gaming. This is the only warning I
will give anyone all semester. Students who continue gaming in class may be asked to leave.

Headphone Use: During in-class editing time (i.e. not lecture), headphones are appropriate. At no
other time are headphones appropriate. If you’re wearing them during other times, then most likely, my
grad assistant or I will simply ask you to remove them. If that doesn’t work, then I reserve the right to
dismiss you from class for the day and/or deduct from your participation.

Break Policy: Typically, we won’t do a formal break in a 75-minute class. In 3-hour classes, breaks
happen around the halfway point. If you must leave the room (restroom break, emergency call, etc.),
that’s fine — just go. Please do so quietly and with minimal disruption. You don’t have to ask me if you
can use the bathroom or if you need to step out for some other reasonable circumstance.

Please do not get up during class to go visit the vending machine and come back with food. Virtually every
classroom in this building is a “no food or drink” area, and coming and going from class as you please,
(especially during lecture or software demo) whenever you get the urge is not acceptable behavior.

Note: If health issues dictate your having food or drink handy or taking occasional breaks from the room, then you
need to notify the instructor in writing using a form provided by AES so an exception can be made for you.

Grade Appeals: The grading process is not a negotiation. You should not approach your
instructor(s) after receiving a grade and attempt to negotiate or argue for more points unless you can
show a miscalculation in your point total or show there is something your instructor might have
overlooked. The grading process is not something to take lightly, and great care will be taken to ensure
accurate assessment of your work. If you have a legitimate concern about your grade such as a
miscalculation or something the instructor might have overlooked, then please see your instructor in
person either after class or during regular office hours. If office hours are not convenient, you may
schedule an appointment. To discuss graded work, you must bring the original, graded assignment (with
instructor comments and any peer feedback) to your appointment. Your instructor will not discuss grades
via electronic means such as e-mail, where privacy of student records is suspect, though you may set up
an appointment via e-mail if you prefer.

Student Conduct: Students are expected to conduct themselves professionally and respectfully
toward classmates, the instructor, other university employees, and invited guests. You can expect to be
treated with the same courtesy. Despite all the rules, the class should be a friendly and fun experience, as
long as everyone does his/her part.

Phones/Electronics: Either turn yours off or set it to vibrate. If personal circumstances require you
to keep your phone on or take an emergency call, let me know ASAP, set to vibrate, and take the call in
the hallway. Please do not abuse this policy with frequent calls.

Use of personal recording devices is not permitted unless necessitated by a disability. Otherwise,
you do not have permission to record the instructor, grad assistant(s), any guests, etc.

Periscope Policy: Use of Periscope or other similar live streaming apps is prohibited. If your phone,
tablet, or computer is out and appears to be recording or streaming live, you can choose to stop or be
dismissed for the day.

Contacting the Instructor: Contact me through Canvas e-mail. Good e-mail etiquette is greatly
appreciated! This helps me help you. Please check your e-mail regularly (once per day, minimum) and
keep your mailbox size down. E-mails that bounce back will not be re-sent, and students who do not
check e-mail regularly might miss information sent to the class. Generally speaking, I do not accept
assignments via e-mail.
 9

Working Hours: I’m not available or on-call 24/7, but I am available often. I typically don’t check or
answer e-mail or take/return phone calls after 5 p.m., on weekends, or during breaks. I also tend not to
respond to class-related questions that you might send over social media. If you e-mail or call, I will
respond as fast as I can. However, if you e-mail me after 5 p.m., on a Friday, or before a break, then you
likely will not receive a response right away.

Extra Credit Policy: Your best bet at earning more points in class is to take each and every
assignment and quiz very seriously and revise any work that the instructor indicates is eligible to revise.
Having said that, if your instructor chooses to offer an extra credit opportunity, then you should pursue
that. You may suggest specific opportunities that are relevant to class, but they must be something that
can be offered to the entire class (a film or presentation, guest speaker, or some other activity all
students can attend).

Revision Policy: Only certain assignments can be revised, and only at certain times designated by the
instructor. Assignments that are eligible for revision will be clearly indicated as such, with dates indicating
when revisions will be accepted and the deadline after which no further revisions will be accepted.
Assignments that do not clearly indicate eligibility for revision are therefore not eligible for revision or re-
assessment unless the student can indicate a miscalculation or something the instructor might have
overlooked. Usually revising eligible assignments is the only way to earn more points through re-assessed
work. When revising, students must factor in the instructor’s comments as well as any peer feedback
received on the work. Revision does not apply to the final project or quizzes/exams.

Group Work: For this class, you must work in group(s). There is not enough video equipment for
everyone to do a project alone, nor is it possible or reasonable to expect everyone to provide or
purchase their own equipment. Additionally, professionals work together. Ever watch the credits of a
movie or TV show? That’s a long list of people doing group work. Therefore, group work is required.

Group Accountability: Occasionally, a group contains one or more members that “freeload” and
don’t contribute in any meaningful way to a project. Your group is responsible for delivering work to
expectations regardless of freeloaders, just as you would be in the professional world. Speaking of
freeloaders…

Anti-Freeloading Policy: How groups divide the work is up to you and your group. Each member of
every group must document his/her activities and contributions on each project. While it is rarely possible
to divide all the work perfectly evenly among all members, carrying wildly disproportionate workloads
leads to unfair situations and undeserved grades. These situations will be addressed on a case-by-case
basis, but the instructor reserves the right to remove difficult or non-contributing members from groups.

When you begin a project, you’ll write a project proposal as a group. In your project proposal, groups
should indicate who is doing what. This can change, but initial responsibilities need to be established. Then
group members must document their time as the project progresses. This will be submitted to the
instructor in the form of a simple 1-page paper on how the project went.

If your group complains about you or your lack of contribution, then I reserve the right to investigate and,
if needed, pull you out of a group. You will get a chance to respond to their charge and work things out
with your group. Sometimes the problem is simple (scheduling, miscommunication, etc.).

If you are removed from a group for non-contribution (very rare), you must find another group within the
class and ask them if you can join them. Your instructor or grad assistant will not assist you in this
process. If no group will add you, then you must complete the project alone for 1/3 of the points, or you
can take a zero on the project. (This has never happened, but the policy is in place just in case.)

If it looks like your group is trying to remove you for personal reasons or is not being reasonable about
the situation, then I’ll help you find another group and deal with your original group separately. If this is
the case, your original group can complete the project without you for a 25% deduction.
 10

Everyone must contribute to a reasonable, if not equitable level. No member should insist on doing all the
shooting, editing, etc. If one or more members of your group “take over” and prevent part of the group
from helping, or otherwise enable a situation where you are not working as a group, then that person or
persons may be pulled from the group and asked to complete the project alone for no better than 1/3 of
the points on the project.

Individual Edits: On major projects, post-production is an individual effort; everyone in every group
must turn in his or her own edit of each project. These "individual cuts" all should be at least somewhat
different. The idea is that you work together on pre-production and planning, as well as shooting
together, and then everyone gets to edit his or her own version of the film. This gives everyone in every
group a chance to take ownership of their own progress, rather than putting all the editing on one person
and having to settle for whatever grade that editor earned, for better or worse. This also means every
student must learn how to edit in order to be successful in this course. This is partly why the course
requires tutorial use and multiple editing projects.

Group Showcase: Although every student is required to turn in his/her own edit of most projects,
your group should decide which cut should be shown on “showcase day” when the assignments are due.
This way, the rest of the class can see the group’s choice of the “best version” of what you’ve done. This
cut is not graded for the group; it’s just the work of the student who edited the “best version” together.
However, because everyone contributes to the pre-production and shooting stages, some of everyone’s
work will be represented on the screen and critiqued. This allows the class to see a showcase of the best
work in the room.

Personal Cameras: Use of personal video cameras is discouraged, but not prohibited. Check with
your instructor about your particular camera to see if it is appropriate for class use (no phone cameras),
but understand that the instructor is not an expert with all makes and models of video cameras on the
market, nor is he responsible for tech support with your property, nor is he responsible for any damage.

Hard Drives: Sharing one hard drive as a group is NOT recommended and strongly discouraged. Saving
the only copy of your projects to lab computers is NOT recommended. The instructor will not be
sympathetic to students who fail to acquire materials for use in this class and lose their work. You are
responsible for backing up your own work. This is not the responsibility of the instructor or the school.

Making multiple backup copies of all work is HIGHLY RECOMMENDED. If someone in your group has
the only copy, and that person drops the class or otherwise disappears, what will you do then? Best to
have multiple backups, so you all have access no matter what.

MISSION STATEMENT
The Mission of IUPUI is to provide for its constituents excellence in
• Teaching and Learning;
• Research, Scholarship, and Creative Activity; and
• Civic Engagement.
With each of these core activities characterized by
• Collaboration within and across disciplines and with the community;
• A commitment to ensuring diversity; and
• Pursuit of best practices.
IUPUI’s mission is derived from and aligned with the principal components—Communities of
Learning, Responsibilities of Excellence, Accountability and Best Practices—of Indiana University’s
Strategic Directions Charter.

STATEMENT OF VALUES
IUPUI values the commitment of students to learning; of faculty to the highest standards of teaching,
scholarship, and service; and of staff to the highest standards of service. IUPUI recognizes students as
 11

partners in learning. IUPUI values the opportunities afforded by its location in Indiana’s capital city and is
committed to serving the needs of its community. Thus, IUPUI students, faculty, and staff are involved in
the community, both to provide educational programs and patient care and to apply learning to
community needs through service. As a leader in fostering collaborative relationships, IUPUI values
collegiality, cooperation, creativity, innovation, and entrepreneurship as well as honesty, integrity, and
support for open inquiry and dissemination of findings. IUPUI is committed to the personal and
professional development of its students, faculty, and staff and to continuous improvement of its programs
and services.

CODE OF CONDUCT
All students should aspire to the highest standards of academic integrity. Using another student’s work on
an assignment, cheating on a test, not quoting or citing references correctly, or any other form of
dishonesty or plagiarism shall result in a grade of zero on the item and possibly an F in the course.
Incidences of academic misconduct shall be referred to the Department Chair and repeated violations
shall result in dismissal from the program.

All students are responsible for reading, understanding, and applying the Code of Student Rights,
Responsibilities and Conduct and in particular the section on academic misconduct. Refer to The
Code > Responsibilities > Academic Misconduct at http://www.indiana.edu/~code/ (Links to an external site.).
All students must also successfully complete the Indiana University Department of Education “How to
Recognize Plagiarism” Tutorial and Test. https://www.indiana.edu/~istd (Links to an external site.) You
must document the difference between your writing and that of others. Use quotation marks in addition
to a citation, page number, and reference whenever writing someone else’s words (e.g., following
the Publication Manual of the American Psychological Association).To detect plagiarism instructors apply a
range of methods, including Turnitin.com. http://www.ulib.iupui.edu/libinfo/turnitin (Links to an external
site.)

OTHER POLICIES
1. Right to revise: The instructor reserves the right to make changes to this syllabus as necessary
and, in such an event, will notify students of the changes immediately.
2. IUPUI course policies: A number of campus policies governing IUPUI courses may be found at
the following link: http://registrar.iupui.edu/course_policies.html (Links to an external site.)
3. Classroom civility: To maintain an effective and inclusive learning environment, it is important to
be an attentive and respectful participant in lectures, discussions, group work, and other classroom
exercises. Thus, unnecessary disruptions should be avoided, such as ringing cell phones engagement
in private conversations and other unrelated activities. Texting, surfing the Internet, and posting to
Facebook or Twitter during class are generally not permitted. IUPUI nurtures and promotes “a
campus climate that seeks, values, and cultivates diversity in all of its forms and that provides
conditions necessary for all campus community members to feel welcomed, supported, included, and
valued” (IUPUI Strategic Initiative 9). IUPUI prohibits “discrimination against anyone for reasons of
race, color, religion, national origin, sex, sexual orientation, marital status, age, disability, or [veteran]
status” (Office of Equal Opportunity). Profanity or derogatory comments about the instructor, fellow
students, invited speakers or other classroom visitors, or any members of the campus community
shall not be tolerated. A violation of this rule shall result in a warning and, if the offense continues,
possible disciplinary action.
4. Bringing children to class: To ensure an effective learning environment, children are not
permitted to attend class with their parents, guardians, or childcare providers.
5. Disabilities Policy: In compliance with the Americans with Disabilities Act (ADA), all qualified
students enrolled in this course are entitled to reasonable accommodations. Please notify the
instructor during the first week of class of accommodations needed for the course. Students
requiring accommodations because of a disability must register with Adaptive Educational Services
(AES) and complete the appropriate AES-issued before receiving accommodations. The AES office is
located at UC 100, Taylor Hall (Email: aes@iupui.edu, Tel. 317 274-3241).
Visit http://aes.iupui.edu (Links to an external site.) for more information.
6. Administrative Withdrawal: A basic requirement of this course is that students participate in
all class discussions and conscientiously complete all required course activities and/or assignments. If
 12

a student is unable to attend, participate in, or complete an assignment on time, it is the student’s
responsibility to inform the instructor. If a student misses more than half of the required activities
within the first 25% of the course without contacting the instructor, the student may be
administratively withdrawn from this course. Administrative withdrawal may have academic, financial,
and financial aid implications. Administrative withdrawal will take place after the full refund period,
and a student who has been administratively withdrawn from a course is ineligible for a tuition
refund. Contact the instructor with questions concerning administrative withdrawal.
7. Class Courtesy: Come to class on time and be prepared. Turn off your cell phone and other noisy
devices. Don’t do homework, answer email, or engage in conversation during class. Listen to your
classmates when they are asking questions or presenting their work. Do not bring children with you
to class.

All students should read the IUPUI Code of Student Rights, Responsibilities, available
at http://www.iupui.edu/code . This document describes your rights and responsibilities as an IUPUI student.

Incomplete:
The instructor may assign an Incomplete (I) grade only if at least 75% of the required coursework has
been completed at passing quality and holding you to previously established time limits would result in
unjust hardship to you. All unfinished work must be completed by the date set by the instructor. Left
unchanged, an Incomplete automatically becomes an F after one
year. http://registrar.iupui.edu/incomp.html (Links to an external site.)

Academic Responsibilities & Misconduct (as stated in the Indiana University Student Code of
Conduct at http://www.iupui.edu/code/#page (Links to an external site.))

Academic misconduct is defined as any activity that tends to undermine the academic integrity of the
institution. The university may discipline a student for academic misconduct. Academic misconduct may
involve human, hard-copy, or electronic resources.

Policies of academic misconduct apply to all course-, department-, school-, and university-related
activities, including field trips, conferences, performances, and sports activities off-campus, exams outside
of a specific course structure (such as take-home exams, entrance exams, or auditions, theses and
master’s exams, and doctoral qualifying exams and dissertations), and research work outside of a specific
course structure (such as lab experiments, data collection, service learning, and collaborative research
projects). The faculty member may take into account the seriousness of the violation in assessing a
penalty for acts of academic misconduct. The faculty member must report all cases of academic
misconduct to the dean of students, or appropriate official. Academic misconduct includes, but is not
limited to, the following:

1. Cheating
Cheating is considered to be an attempt to use or provide unauthorized assistance, materials, information,
or study aids in any form and in any academic exercise or environment.
• A student must not use external assistance on any “in-class” or “take-home” examination, unless
the instructor specifically has authorized external assistance. This prohibition includes, but is not
limited to, the use of tutors, books, notes, calculators, computers, and wireless communication
devices.
• A student must not use another person as a substitute in the taking of an examination or quiz,
nor allow other persons to conduct research or to prepare work, without advance authorization
from the instructor to whom the work is being submitted.
• A student must not use materials from a commercial term paper company; files of papers
prepared by other persons, or submit documents found on the Internet. A student must not
collaborate with other persons on a particular project and submit a copy of a written report that
is represented explicitly or implicitly as the student’s individual work.
• A student must not use any unauthorized assistance in a laboratory, at a computer terminal, or
on fieldwork.
 13

• A student must not steal examinations or other course materials, including but not limited to,
physical copies and photographic or electronic images.
• A student must not submit substantial portions of the same academic work for credit or honors
more than once without permission of the instructor or program to whom he work is being
submitted.
• A student must not, without authorization, alter a grade or score in any way, nor alter answers
on a returned exam or assignment for credit.

2. Fabrication
A student must not falsify or invent any information or data in an academic exercise including, but not
limited to, records or reports, laboratory results, and citation to the sources of information.

3. Plagiarism
Plagiarism is defined as presenting someone else’s work, including the work of other students, as one’s
own. Any ideas or materials taken from another source for either written or oral use must be fully
acknowledged, unless the information is common knowledge. What is considered “common knowledge”
may differ from course to course.
• A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures
of another person without acknowledgment.
• A student must give credit to the originality of others and acknowledge indebtedness whenever:
o Directly quoting another person’s actual words, whether oral or written;
o Using another person’s ideas, opinions, or theories;
o Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
o Borrowing facts, statistics, or illustrative material; or
o Offering materials assembled or collected by others in the form of projects or collections
without acknowledgment.

4. Interference
A student must not steal, change, destroy, or impede another student’s work, nor should the student
unjustly attempt, through a bribe, a promise of favors or threats, to affect any student’s grade or the
evaluation of academic performance. Impeding another student’s work includes, but is not limited to, the
theft, defacement, or mutilation of resources so as to deprive others of the information they contain.

5. Violation of Course Rules

A student must not violate course rules established by a department, the course syllabus, verbal or
written instructions, or the course materials that are rationally related to the content of the course or to
the enhancement of the learning process in the course.

6. Facilitating Academic Dishonesty

A student must not intentionally or knowingly help or attempt to help another student to commit an act
of academic misconduct, nor allow another student to use his or her work or resources to commit an act
of misconduct.
 14

Weekly Schedule

Note: Assigned readings and tutorials should be completed before class on the day they are listed.

Week 1:
8/22 — Syllabus, introductions.
• Lecture: What Are We Going To Learn? + Introduction to Lynda.com - Avid Media Composer
• Handouts: “What Makes The Cut?” and “Helpful Terms” posted to Canvas. Read for quiz (8/24).
8/24 — Quiz #0: Over “What Makes The Cut?”/“Helpful Terms” handouts at the start of class.
• Basics of camera operation.
• Lecture/Demo/Hands-on: Composition, Rule of Thirds, ISO, focus, white balance, etc.

Week 2:
8/29 — Quiz #1 (over assigned reading below) at start of class (10 points).
• Reading Assignment: Read Digital Filmmaking for Beginners, Chapter 1 (Film and Video: History and
Technical Aspects) and How To Shoot Video That Doesn’t Suck (Introduction + Quick-Start
Guide) before class.
• Assignment: Project 1 “Scavenger Hunt” assigned. Groups formed.
• Lab time to work on Project 1: Scavenger Hunt.
8/31 — Quiz #2 (over assigned reading below) at start of class (10 points).
• Reading Assignment: Read How To Shoot Video That Doesn’t Suck, Part 1 (Think Like A Director:
Chapters 1-10 — short chapters) before class.
• Lab time to work on Project 1: Scavenger Hunt.

Week 3:
9/5 — LABOR DAY - NO CLASS MEETING
9/7 — BRING HEADPHONES AND EXTERNAL HARD DRIVE EACH DAY STARTING NOW
• DUE: Project 1: “Scavenger Hunt” (uploaded to Box before class) (50 points)
• Quiz #3 (over assigned reading below) at start of class (10 points).
• Reading Assignment: Read Digital Filmmaking for Beginners, Chapter 2 (The Camera) and
Chapter 3 (Picture Composition) before class.
• Showcase Project 1 clips in class, time permitting.
• Lynda.com Tutorial Assignment: View "Avid Media Composer 8 Essential Training" Intro, Ch. 1,
Ch. 2 before class.
• Assignment: Lynda.com Glass Blowing Documentary – 2-3 minute video assigned.

Week 4:
9/12 — Quiz #4 (over assigned reading below) at start of class (10 points)
• Reading Assignment: Read Digital Filmmaking for Beginners, Chapter 4 (Lighting) and Chapter 5
(Production Audio) before class.
• View: The Cutting Edge, Pt. 1.
• View: The Cutting Edge: Style and Pacing, plus slow motion clips.
• Lab time to work on Lynda.com Project: Glass Blowing Doc.
• Lynda.com Tutorial Assignment: View "Avid Media Composer 8 Essential Training" Ch. 3 before
class.
9/14 — Lecture: Film Time.
• View The Cutting Edge: Constructing a Scene, plus Charlie Brooker, BDO.
• Lynda.com Tutorial Assignment: View "Avid Media Composer 8 Essential Training" - Ch. 4, Ch. 5
before class.
• Lab time to work on Lynda.com Project: Glass Blowing Doc.

Week 5:
9/19 — Lab day to work on Lynda.com Project: Glass Blowing Doc.
• Lynda.com Assignment: View "Avid Media Composer 8 Essential Training" - Ch. 6, Ch. 7 before
 15

class.
9/21 — Quiz #5 (over Week 5 reading above and below) at start of class (10 points)
• Reading Assignment: Read Digital Filmmaking for Beginners, Chapter 6 (The Three Stages of
Production) and How To Shoot Video That Doesn’t Suck, Part 2 (Preparation: Chapters 11-17)
before class.
• Lynda.com Tutorial Assignment: View "Avid Media Composer 8 Essential Training" - Ch. 9, Ch.
10 before class.

Week 6:
9/26 — Lab day to work on Lynda.com Project: Glass Blowing Doc.
9/28 — Quiz #6 (over assigned reading below) at start of class (10 points)
• Reading Assignment: Read Digital Filmmaking for Beginners, Chapter 7 (Pre-Production) and How
To Shoot Video That Doesn’t Suck, Part 3 (Setting the Stage: Chapters 18-23) before class.
• Lynda.com Tutorial Assignment: View "Avid Media Composer 8 Essential Training" - Ch. 12, Ch.
15 before class.
• Lab time to work on Lynda.com Project: Glass Blowing Doc.

Week 7:
10/3 — DUE: Lynda.com Project: Glass Blowing Doc at end of class. (50 points). Any
projects submitted after class dismisses will receive 59%.
• Lab time to work on Lynda.com Project: Glass Blowing Doc.
• Showcase a few Glass Blowing Doc projects (time permitting).
10/5 — Quiz #7 (over assigned reading below) at start of class (10 points)
• Assignment: Project 2 “Interview w/B-roll” assigned. View samples.
o Get started during class with group.
o Project idea due by end of class for approval.
o Basic concept due by end of class for approval.
• Reading Assignment: Read Digital Filmmaking for Beginners, Chapter 8 (Production) before
class. How To Shoot Video That Doesn’t Suck, Part 4 (Ch. 24-36) before class.

Week 8:
10/10 — Lighting and Audio Lecture/Demo/Hands-on: Interviewing, three-point lighting, and audio basics.
• Lab time for Project 2: “Interview w/B-Roll” in class.
10/12 — MIDTERM EXAM (100 points).
• Lab time for Project 2: “Interview w/B-Roll” in class.

Week 9:
10/17 — FALL BREAK - NO CLASS MEETING
10/19 — Quiz #8 (over assigned reading below) at start of class (10 points)
• Reading Assignment: How To Shoot Video That Doesn’t Suck, Part 4 (Ch. 36-48) and Digital
Filmmaking for Beginners, Chapter 9 (Post-Production) before class.
• Lab time to work on Project 2 “Interview w/B-Roll”

Week 10:
10/24 — DUE: Project 2 “Interview w/B-Roll” (at start of class) (150 points)
• Note: Any projects received late will receive 59% of the possible points automatically, with
standard deductions taken from there, depending on the quality of the work submitted.
• Viewing and in-class critique/discussion.
10/26 — Assignment: Final Project: 5 to 7-minute Documentary Short assigned.
• Lab time for Pre-Production (Planning Project)
• DUE: Final Project Documentary Initial Discussion by end of class.

Week 11:
10/31 — View Fast, Cheap, and Out of Control (part one) by Errol Morris in class.
11/2 — Finish Fast, Cheap, and Out of Control by Errol Morris in class.
 16

• DUE: Final Project Formal Written Proposal (300 words minimum) with Potential
Interview Questions (25 points) uploaded to Canvas prior to class.
• Project 2: Interview w/B-Roll returned with comments.

Week 12:
11/7 — DUE: Shot List (25 points). Upload to Canvas prior to class.
11/9 — Quiz #9 (over assigned reading below) at start of class (10 points)
• Reading Assignment: Read How To Shoot Video That Doesn’t Suck, Part 6 (Ch. 61-71) before
class.
• DUE: Raw Footage. Turn in a minimum of ten (10) minutes of raw A-roll or B-roll footage
NOT including footage shot for Project 2. Provide this on a hard drive or via Box prior to class.
• This means you need to be shooting new footage in Week 10, 11, and 12. What
you turn in shouldn’t be random footage of the parking lot thrown together before class. You
should be turning in A-roll and/or B-roll footage that can be used for your documentary.

Week 13:
11/14 — DUE: Project 2 “Interview w/B-Roll” revisions (uploaded to Box before class)
Lab day to work on final project.
11/16 — DUE: Final Project First Cut (playable file submitted to Box before class) (50 points)
• DUE: First Cut Transcription (file submitted to Canvas > Assignments, time stamped
during normal class time) (25 points).
• Viewing and in-class critique.

Week 14:
11/21 — Quiz #10 (over assigned reading below) at start of class (10 points)
• Reading Assignment: Read How To Shoot Video That Doesn’t Suck, Part 7 (Ch. 72-77) before
class.
• Lab time to work on final project.
11/23 — THANKSGIVING BREAK - NO CLASS.

Week 15:
11/28 — Lab day to work on final project.
11/30 — Quiz #11 [Bonus] (over assigned reading below) at start of class (10 points)
• Reading Assignment: Read Digital Filmmaking for Beginners, Chapter 10 (That’s A Wrap)
• DUE: Final Project Week 15 Update. This should be an informal conversation your
group has with your instructor and GA during class. Take notes. If you or your group do not
have this conversation and walk out without at least an informal “Ok” from your instructor, then
deduct 50 points from your project.
• Note: Your project should be nearing completion at this point. Your first cut should be more
refined by this meeting. This is a "home stretch" conversation where you leave knowing what
loose ends to tie up and how to finish strong.

Week 16:
12/5 — Lab day to work on final project.
12/7 — Final Project Due Date
• DUE: Final Project Final Cut. (playable file submitted to Box folder, time stamped prior to
normal class time) (250 points)
• DUE: Transcription Final Draft. (file submitted to Canvas > Assignments, time stamped
prior to normal class time) (75 points)
• Viewing and in-class critique.
• Note: Any projects time-stamped or received late during class will receive 59% of the possible
points automatically, with standard deductions taken from there depending on the quality of the
project and the satisfactory submission of all Final Project work prior to this date.
• Any projects received after class dismisses will receive a zero.
 17

Week 17:
12/12 — TBA — Screening Day