Course Title: Documentary Studies and Production
Prerequisite: None
Admissions: G Elective for UC
Course Description:
Documentary Studies and Production covers critical studies of documentary films, examining
the genre in historical perspectives. The students, using digital technology and advanced editing
equipment, will execute the production of a documentary film in every aspect. Students view,
analyze and critically write to establish a basic understanding of the documentary films from the
entire global community in an effort to establish a strong criterion of excellence for documentary
film. An Artist in Residence, a professional filmmaker, will guide the students through preproduction, production and postproduction to produce a completed documentary film. Students
will have consistent input from professional filmmakers who will guest lecture through out the
academic year. Documentary Studies and Production will emphasize aesthetic valuing,
historical and cultural awareness, and understanding of the interconnections of the arts and
other disciplines. The class will promote artistic perception and creative expression through
documentary film.
Objective:
In accordance with their individual abilities, students will view and respond to documentary films,
using the vocabulary of critical analysis to express their observations while planning, executing
and refining original documentary work
Performance Standards:
In accordance with their individual capacities, students will grow in the ability to:
•
Observe and study various forms of documentary film, while establishing and
understanding the accepted standards for critical evaluation.
•
Complete written evaluations of various documentary works and various genre and
hybrid pieces, with particular attention paid to the fundamentals of written English
language and the rudiments of essay development.
•
Research, write, produce and execute documentary videos on various topics of varying
lengths.
•
Participate in production development of team films as observer and critic. Work with film
professionals in the secondary study environment including artist in residence and
professional guest lecturers.
Instructional Units:
-Definition of documentary film genres
-Production
-Film viewing and analysis
-Editing and post-production
-Documentary as propaganda
-Documentary ethics
-Documentary and war
-Artist in residence
-Economics and documentary
-Hybrid documentary
-Student documentary showcase
-Careers in documentary
-Guest lecture series
-Documentary history
-Pre-production
-Critical studies criteria
California State Content Standards
Visual and Performing Arts: Visual Arts Content Standards
Nine Through Twelve-Proficient
1.0 ARTISTIC PERCEPTION
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects
in the environment and in works of art, including their own.
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and
its contribution to the meaning of the work.
1.6 Compare and contrast similar styles of works of art done in electronic media with those done
with materials traditionally used in the visual arts.
2.0 CREATIVE EXPRESSION
2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined
craftsmanship and technical skills.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
2.6 Create a two or three-dimensional work of art that addresses a social issue.
4.0 AESTHETIC VALUING
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and
change or defend that position after considering the views of others.
4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from
literature or history.
5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art
collector, art gallery owner, and philosopher of art (aesthetician).
California State Content Standards
Visual and Performing Arts: Visual Arts Content Standards
Nine Through Twelve-Advanced
1.0 ARTISTIC PERCEPTION
1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.
1.3 Analyze their works of art as to personal direction and style.
1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that
selection on the artist's style.
2.0 CREATIVE EXPRESSION
2.1 Create original works of art of increasing complexity and skill in a variety of media that
reflect their feelings and points of view.
2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in
communicating an idea, theme, or emotion.
2.5 Use innovative visual metaphors in creating works of art.
2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of
technology skills.
3.0 HISTORICAL AND CULTURAL CONTEXT
3.1 Identify contemporary styles and discuss the diverse social, economic, and political
developments reflected in the works of art examined.
3.2 Identify contemporary artists worldwide who have achieved regional, national, or
international recognition and discuss ways in which their work reflects, plays a role in, and
influences present-day culture.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
5.2 Compare and contrast works of art, probing beyond the obvious and identifying
psychological content found in the symbols and images.
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post
secondary application, exhibition, job application, and personal collection).
California Common Core State Standards English Language Arts:
Reading Standards for Literature
Grades 9-10:
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
both print and multimedia), determining which details are emphasized in each account.
Grades 11-12:
7. Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
Writing Standards
Grades 9-10:
6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically.
Grades 11-12:
6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
Speaking and Listening Standards
Grades 9-10:
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify,
verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
Grades 11-12:
1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear
goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate.
Language Standards
Grades 9-10:
6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Grades 11-12:
6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
California English Language Development Standards
Grades 9-12 Bridging:
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics
3. Offering and supporting opinions and negotiating with others in communicative exchanges
4. Adapting language choices to various contexts (based on task, purpose, audience, and text
type)
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language
7. Evaluating how well writers and speakers use language to support ideas and opinions with
details or reasons depending on modality, text type, purpose, audience, topic, and content area
8. Analyzing how writers and speakers use vocabulary and other language resources for
specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type,
purpose, audience, topic, and content area
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics
11. Supporting own opinions and evaluating others’ opinions in speaking and writing
12. Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas
How Parents Can Help:
The International Documentary Association has offers for students to attend seminars,
screenings and events. Transportation is necessary, as is assistance as chaperons.
http://www.documentary.org
Local schools can attend events throughout the city for paid events. Parents can always assist
with transport.
Encourage your children to view more non-fiction films at home on television, cable or satellite.
Suggest the viewing of non-fiction films in theatres, and through rental outlets.
Attend festivals and screens with your child. Engage them in critical thinking about the films
through conversation.
Instructional Materials To Be Used:
Documentary – A History of Non-Fiction Film; Eric Barnouw
Directing the Documentary: Michael Rabiger
FILMS:
Nanook of the North
Triumph of the Will
Manufacturing Consent
Price for Peace
Roger & Me
Academy Award nominees