Preparation

Copyright © 2019 Cecily Tyler
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How to Prepare for Video Essay Inquiry: Comprehensive Research, Finding an Analytical Framework

In preparing for a short 1.5–5-minute video essay, discern effectively and efficiently the most vital elements of the subject content.
Start by asking: what is the necessary preliminary desk research for each student? Examples include:

  • Reviewing primary resources to build understanding of history and current events relating to the area and population on which the video essay is focused

  • Ensuring that students are familiar with local newspapers in the community they plan to film

  • Selecting the area

  • Choosing the in-depth look: is it interesting visually and safe to visit?

  • Obtaining and reviewing data previously collected from tri-sector entities (public, non-profit and private sectors):

    • Qualitative and quantitative data will help inform how a local story represents a broader topic, and visa versa

  • Consulting locally employed individuals and residents off-camera

  • Reviewing the current state of affairs in the community of interest

    • Where is the community falling short?

    • Where has the community been successful?

    • What gaps exist?

    • Who are the members of the community – the demographics and the individuals?

  • Understanding possible missing data (critical thinking)

Elements of the Video

Decide whether you will require selected elements for each video essay. How are these elements reflected in your grading rubric? For example:

  • How much desk research is required, and of what type?

  • Will students (or teams) use archival resources?

  • Will a bibliography be required (or will a “special thanks” be sufficient)?

  • Will you require:

    • Film treatment?

    • Film schedule?

    • Storyboard?

    • Script?

Often, when making a film, a student will prefer to learn about all of the above options and then only use those tools that help them to think effectively and critically about the story elements and storyline.

  • What field research is needed prior to filming? Is field research required on the day of filming? For example, should a student be required to visit the location prior to filming to understand the filming needs for the specific environment, or to negotiate trust with the interview subjects?

    • Will there be an interview protocol?

    • How many people need to be interviewed to fulfil the assignment?

    • Will additional training be necessary for required elements of the video?

      • Will students need to understand how to add text layovers? For example:

        • lower thirds that introduce the individuals on screen?

        • specific facts and data?

      • Will students need to be trained in data collection?

      • Will video capture be taught?

      • Will students be required to learn about data visualization (using Tableau; free at Lamont library media lab – see Jess Cohen-Tanugi, Visualization Specialist for Harvard University)?

      • Will students learn about copyright and intellectual property (offered via the library via Kyle Courtney, Copyright Advisor and Program Manager for Harvard)?

        Will students be required to find sound effects or music (or will music detract from the subject matter)?

    • Will students be required to color correct the video? (To note: This can be very time intensive and is not suggested for a first-time video producer)

    • Are there any required specific elements of a given subject to be included?

    • Will the required focus be macro or micro level?

      • Often a micro perspective requires more rigorous identification at the development stages, but offers a much more rewarding experience when filming and learning to use this media format.

Initial Story Discovery and Development

Questions for students prior to filming:

  • What are the most important initial points to address for a video essay?

  • How can the theory be tested on the ground when conducting interviews?

  • What is the interview protocol?

  • Through which lens will the story be told? Generate a few ideas here. For example:

    • Is there a specific personal story that can holistically represent enmeshed problems? WIll all residents be asked to contribute to that story? Or,

    • Would it best to seek out multiple personal vignettes to establish one specific issue? Or,

    • Are residents asked to act as “experts” on a given topic like gun violence, opiate addiction, sanitation, foreclosures, etc…

    • Could a series of portraits, a montage of footage or a time-lapsed observational shot help to visually portray what residents say in their interviews?

  • Decide where are the optimal locations to conduct “man on the street” interviews in the local “problem property area.”

    • Are there specific neighboring homes to visit?

    • Are there specific stores in the area to visit?

    • What demographics are important to randomly sample? (e.g., elderly, youth, immigrants, gender, race, political affiliation, religious sect or denomination, employed, unemployed, family units, etc…)

A shot list, interview questions, and film schedule

Anticipating and developing a shot list, film schedule and a set of interview questions helps cut down “over-shooting” which leads to unnecessarily longer edits. The more focused a student is prior to filming, the easier it is to edit during post-production. (See Appendix III for an example of a shot list)

Students learn by developing the filming schedule because they need to consider the visual and auditory nature of the environment, as well as the natural rhythm and routines of subjects’ lives.

Throughout the process of making the video essay, consider implicit biases, and how students can maintain awareness of biases during the entire process.

To continue learning more, please go to Production.

For a downloadable PDF version of this page, click here.