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Mini-Documentary

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Image credit: "Video Camera." Pixabay.18 Apr 2012. CC0 Public Domain. 14 Nov 2016. https://pixabay.com/p-36998/?no_redirect.

This term, weve explored a variety of arguments surrounding the concept of happiness. Weve
examined some theories and myths, reflected on personal attitudes and experiences with these
ideas, and considered some points of disagreement. At the same time, we've experimented with
audio-based storytelling, the persuasive dimensions of images, and the complexities of researching a
narrow subtopic within this larger conversation about happiness. Your final assignment asks you to
draw from all of these argumentative skills AND content knowledge, using narrative, personal
testimony, film-making strategies, and library research to produce a video that brings to light an
important person, group, issue, or concept related to happiness at Notre Dame. You will work in a
small group for this project. FINAL PROJECT DUE MONDAY, 12/5 (by 11:55 p.m.) in Sakai.

Video Requirements
Your video should be PLQXWHV inlength.
Your video should borrow from the
rhetorical FRQYHQWLRQV of a documentary
(e.g., narration, interviews, panning,
zooming, sound, other editing techniques,
etc).

Additional Materials
In addition to your completed video, you must turn in:

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issue/problem, and LQWHQGHGaudience.
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andotherwise)todevelop the discussion
and impact. (YLGHQFHIURPDWOHDVWWZR
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material LQFOXGLQJPHGLDMUST be cited.
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A proposal and storyboard (to be completed by 11/21); you will

receive separate instructions for this task.
A companion paper (4 pages, MLA format) describing the context
motivating your project, your intended audience, the overall concept of
your piece, and the response you hope to garner from viewers. You
should integrate at least two scholarly sources in this discussion. You
should include signed permissions from any persons interviewed/
filmed for your project.
A 1-2 paragraph description of your personal contributions to the
group project and overall assessment of the collaborative process.

RESOURCES
Center for Digital Scholarship (for One Button Studio, additional
guidance with editing software, etc): http://library.nd.edu/cds/
Learning Spaces AV Checkout (cameras, tripods, recorders, etc): http://
learningspaces.nd.edu/services/checkout/
Resources for Public-Domain Footage (to supplement your original
footage, if needed): http://nofilmschool.com/2015/10/need-public-domainfootage-your-documentary-here-are-5-great-sources
Vimeo music library (for finding copyright-free music): https://vimeo.com/
stockmusicclouds

Choosing a Topic
You are encouraged to draw from the research you and/or your peers have done this semester. You may take any
approach you think will be most effective for meeting the requirements of the assignment, so long as you clearly
convey your intended audience and purpose. For example, you could choose any of the following approaches:

Bring to light a surprising, unexpected, or lesser-known concept/idea/issue related to happiness, something

that perhaps counters or complicates what your audience might already know or assume.

Explore a solution to a problem or issue on campus that somehow relates to happiness. This could be an issue
that affects the campus community more broadly, or it could be an issue that affects a smaller subset of the
campus community (e.g., students with disabilities, students of color, residence hall staff, graduate students, etc).

Explore some concerns surrounding an existing campus practice, policy, or social trend, in light of what you've
learned about happiness and related concepts.

Present a biography/profile of a person or group on campus whose story illustrates something surprising/
interesting/unusual/important in light of what we've learned this semester.

Phases/Steps

PLANNING (11/15-11/21):Deciding your group, your topic idea, and the general concept for the video. Determine
major roles in the project. In-class video editing workshop in Hesburgh Library. Complete storyboard and proposal
(due 11/21). I will give feedback on these items during class on 11/22.
PRODUCTION (11/22-12/1): Shooting footage. Conducting interviews, if necessary. Gathering source material
and other media.
POSTPRODUCTION (12/1-12/5): Editing. Voiceover. Title and credits. Export/publish. Complete paper and
individual reflections.

Assessment Criteria
FOCUS/AUDIENCE (30 points): The video offers a clear sense for the context of the project. The purpose of the video is clearly conveyed and is
consistent throughout, with a clear sense for audience expectations and interests. The video conveys a sense for why the subject should matter to
viewers, or what's at stake in the topic.
ORGANIZATION (30 points): The video unfolds in a manner that is easy to follow, with a clear connection between each section of the video and the
larger purpose of the project. The ordering of sequences shows a clear logical progression that enhances the subject matter.
DEVELOPMENT (3o points): Key ideas of the video are illustrated with appropriate evidence (visual, narrative, textual, statistics, etc). The video
acknowledges multiple perspectives and conveys the complexity of the subject matter, avoiding oversimplified claims or cliches.
CONVENTIONS (3o points): The video effectively integrates strategies common to documentary filmmaking, possibly including (but not limited to)
voiceover narration, personal testimony, framing/panning/zooming, on-screen text, integration of music/soundtrack, title screen, production credits, and
so on. All borrowed material is clearly cited, either within the body of the video itself or within the credits. All borrowed media is copyright-free or used in
accordance with Fair Use.
CLARITY (3o points): The video is free from any unintentional errors in text or spoken narration. All text, sound, and images are clear and undistorted. All
elements of the video (visual, textual, aural) are edited together seamlessly, enhancing the viewing experience and the effective delivery of the message.
PROPOSAL/STORYBOARD (20 points, one per group): The proposal and storyboard offer a detailed, fully developed sense for the project's audience,
intended purpose, and production timeline. The topic is appropriately narrow in scope and is well conceived for the parameters of the assignment.
COMPANION PAPER (30 points, one per group): The paper effectively explains the context, audience, and purpose for the video. The paper gives
readers a sense for the way the video attempts to join an existing conversation related to the course theme, drawing from at least two of the sources read
in the course this term to offer an explanation for the video's response to an existing conversation. The paper describes the key points illustrated by the
video and the most important "take-aways" for viewers. The paper conveys a sense for the key choices that went into the crafting of the finished product.
Total: 200 points