documentary /film storytelling 2004. tchumley

Documentary /Film Storytelling2004

http://people.vcu.edu/~tchumley/

A brief history of Adcenter documentaries

Thanks, Roger Lavery

In 1996, faculty member Roger Lavery created the documentary assignment as part of his Perspectives in Advertising curriculum. His students, divided into teams of 4 or 5, would research an assigned topic, such as the Absolut Vodka campaign. From this research the team would develop a “script” of their documentary. (The script was mostly speculative.)

They devoted 10 weeks to this process.

Thanks, Roger Lavery, part two

Roughly ten “scripts” were researched and prepared. Students would then present their “scripts” to the faculty. (The quality of the presentations often far exceeded the “scripts.”)

The faculty voted on the best presentations and the most feasible “scripts” to produce.

Thanks, Roger Lavery, part three

The winning teams were awarded a small amount of money and given the go-ahead to produce their documentary in the following semester — but the production phase of the documentary was un-credited. In other words, no class credit.

Winning team members had the option of going forward — or not.

Thanks, Roger Lavery, part four

When a winning team lost members, other students from losing “scripts” could come aboard.

As a matter of principle, the faculty made sure that everyone who wanted to participate in a documentary had the opportunity. This approach eventually killed the documentary.

But first, success.

1997TOPIC GROUP SIZE GRADE (SUBJ.)

VISA 4 B

SEDELMAIER 4 C

PERDUE CHICKEN

5 D


APPLE / 1984 6 A

NIKE WOMEN’S CAMPAIGN

6 B

BRITISH ADVERTISING

4 C

BMW - THE ULTIMATE DRIVING MACHINE

6 C


CHEVYS 6 B

GOT MILK? 6 C

NORWEGIAN 5 A

SATURN 6 B


BARTLES & JAYMES

7 / 4 C

ESPN 6 /5 B

ICONS OF ADVERTISING

5 / 5 ?

*2001*TOPIC GROUP SIZE GRADE (SUBJ.)

BENETTON 9 / 5 A

VW 10 / 7 A

WEIDEN & KENNEDY /FAILURE

9 / 5 / 1 C

* 2001 is generally conceded as the pinacle of documentary class.

The bittersweet taste of success

With the successful conclusion of the documentaries of 2001, everyone wanted to be a part of the process.

Everyone.

And then the curriculum changed

To include additional classes in Fall 2001 curriculum, Perspectives in Advertising was shortened to 10 weeks. The documentary assignment was sacrificed to accommodate this change. This meant that all research, or “scripts,” would have to be completed in the same semester as production.

This is also the year the documentary class became a real class, carrying three credit hours.

The slow slide begins

Largely due to financial limitations and strained resources, we limited enrollment in the documentary class to 23 students. That’s two groups of roughly 12 students.

And because we were forced to do all research and production in the same semester, we created two very broad topics: Comedy in Advertising; Drama in Advertising.


COMEDY 12 C

DRAMA 12 F

Predictably, things turned to shit

In hindsight, the problems were clear:

• Twelve students per team was about six too many

• Research & production in 1 semester difficult

• Topics too broad; limited resources failed them

• Students began editing documentaries

From the frying pan to the fire

Nevertheless, the Comedy documentary was aired (several months late). It was mediocre. Undeterred, the entire first year class was eager to produce their own documentary.

Simultaneously, several university forces collided, resulting in the documentary class becoming required for ALL STUDENTS in the SAME SEMESTER.

Figuratively, Chernobyl

Last year, the documentary class was a complete meltdown. We (eagerly) started the semester with the charge of creating a documentary on Phil Dusenberry. He was the subject of the Adcenter’s first roast, held November 4 in New York. The film would be premiered at the roast.

Five weeks into our semester, he bailed.

Lemons to lemonaid? No. Jonestown Kool-Aid.®

We scrambled.

We changed topics to Adcenter Graduates. We contacted alumni. We travelled. We interviewed. We reviewed footage. We edited. We edited some more. We sat on it. I edited some more.

In the end, we got nothing. Absolutely nothing.


PHIL DUSENBERRY

60(4 x 15)

*

GRADUATE EXPERIENCE

60(4 x 15)

F

Evolution of the species

The documentary class has now become two classes: Documentary Production, and Visual Storytelling. Six students, working with me, will produce one documentary. The remaining students will produce a number of short films under the guidance of professor Mark Fenske.

All students will learn the technology portion of the class (shooting, editing) in their Lab.

Who? How?

The topic for the documentary is something to the effect of: The Proliferation of Non-Traditional Advertising. Or something to that effect.

Students interested in the documentary will submit (via email) their ideas for the development of the topic, and will also include reasons why they should be selected for participation.

Who? How?

Faculty members will select six students from the submitted applications.

Email applications must be submitted by Thursday, January 22, at 5 p.m.

Selections will be announced by email on Friday, January 23, before 5 p.m.

Pros / ConsDOCUMENTARY VISUAL STORYTELLING

Work well as a team member

Prefer to work independently

Share responsibility for a project

Full responsibility for projects

Produce one large filmProduce several small

films

Travel No travel

Evolution of the species

As a result of this latest evolution, several scheduling changes must occur.

Two of the technology labs will be devoted to the Visual Storytelling class. One technology lab will be devoted to the Documentary class.

Mark has permanently moved his lecture to Wednesday at 10 a.m. in the Lecture Hall.

Schedule ChangesMONDAY TUESDAY WEDNESDAY

Documentary Lecture

10-12 a.m. *

Room 232

Visual Storytelling

Lab 1

10-11 a.m.

Computer Lab

Visual Storytelling

Lecture

10-12 a.m.

Lecture Hall

Visual Storytelling

Lab 2

11-12 a.m.

Computer Lab

Documentary Lab

10-11 a.m.

Computer Lab

* Documentary Lecture will typically run longer than scheduled time.


NON-TRADITIONAL ADVERTISING

6 ?

What is the lab? What will I learn?

Basically, you will learn how to shoot and edit.

Specifically, you’ll learn how to use a Canon GL1 digital video camera. You’ll learn Final Cut Pro editing software. And you’ll get basic instruction on how to set up and use our Lowell light packages.

What is the lab? What will I learn?

Regarding the software, we will review, on-screen, the software. Then you will work through an assignment.

Camera work will be demonstrated/projected, and then you’ll check out equipment and shoot.

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documentary /film storytelling 2004. tchumley

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