Course Policies - Aubrey Hirsch – Stories. Essays. Comics.



Digital StorytellingSpring 2017Tuesdays & Thursdays, 3:00-4:20 p.m.King 137Instructor: Aubrey HirschOffice: Creative Writing House 205Office Hours: T & TH 4:30-5:30 or by appointment Email: aubrey.hirsch@ Course DescriptionDigital Storytelling is designed as an introduction to the brave new world of multimedia narratives. Our society is more equipped than ever to create, share and experience stories in digital spaces and more and more writers have begun to take advantage of the interesting opportunities offered by these emerging spaces. The course is comprised of six units, each culminating in a project for you to complete. The goal is to create six “proof of concept” or “mini” stories essays or poems, one in each form. My intention is that you will leave this course fully equipped to pursue lengthier projects on your own, with the skills you have acquired and practiced here. That said, your projects will be evaluated on criteria that assumes ambition. You will have to show mastery of both narrative and the accompanying technology to be successful in each unit. Part-workshop, part-lab, this course requires you to be flexible in your thinking and problem solving and to marry the creative and analytical sides of your brain. There will be a steep learning curve and much will be expected of you. But if you can hang with it, entirely new realms of storytelling will be at your disposal.Course MaterialsThere is no book for this class, but you will need to have funds set aside for the following:Printing documents and art (in color).Purchasing video games to download. You can find a complete list with prices in the class schedule under Unit 6.A camera and a recording device, if your cell phone is not equipped with these.Course Requirements/AssignmentsFor each unit of the course, you’ll be asked to turn in a project in that form. Along with your creative piece, you’ll hand in a reflection (~1000 words), which should discuss the creation and goals of your piece, and its context. Here are some questions to consider when writing your reflection:What inspired this narrative? How did you come up with the idea for it?How do the form and content work together and compliment each other? Why this form for this story and vice versa?Reflect on the process of its creation. What was fun or interesting about it? What was challenging? How did you overcome or work around these challenges?What artistic choices did you make while constructing this project and why?What is unique about this kind of storytelling? What advantages does the medium offer?Did you learn anything during this creation process that you will carry with you after you leave this class?Each unit will end with a “Show & Tell” day on which you will be invited to share your work with the class. You must offer your work for Show & Tell at least twice during the semester. It is your responsibility to keep track of your Show & Tell performances and email me in advance to guarantee yourself a spot in a specific Show & Tell. You will also be asked to turn in various pieces of projects as scaffolding assignments or offer them up for discussion in workshop. Specific instructions will follow.You will be assigned a “tech help” group at the beginning of the semester. You are responsible for helping each other succeed when faced with technological hurdles. You will be evaluated on your contributions to your tech help group. Course PoliciesAttendanceThis course focuses primarily on the work of students themselves, whose reading and writing is central to class discussion; thus, attendance is required. Come to class on time, prepared to take part in the conversation about the materials under study. If you cannot come to class, it is your responsibility to communicate with your teacher, to arrange to turn in written work, and to find out about subsequent assignments. Excessive tardiness will also count as absence. *It is not enough to be physically present in the classroom—you must be mentally present as well, which means engaging with the readings, in-class writing assignments, and your classmates in our discussions. *You can miss TWO classes without any penalty—I understand that people get sick, break up with their significant others, need to take a mental vacation day, etc. But it is your responsibility to find out what you missed, and any assignment that was due is still considered late if you don’t turn it in that day. Your grade will be lowered a third of a letter grade with each subsequent absence. *Missing FIVE classes is grounds for automatic failure, in which case you may want to consider withdrawing from the course and taking it again under better circumstances. Technology You will be able to download the majority of the programs required in this course on your personal computer (if you have one). If you don’t, you can find a list of computer labs on campus and their available hours here. Photoshop and After Effects (which are part of the Adobe Creative Suite) are the only paywalled software you’ll be required to use in your creating. These are very expensive programs and I don’t recommend you purchase them just for this course. All of the computers in campus computing labs have this software available to use, free of charge. Their hours are listed at the link above. It is inevitable that you will hit some hurdles when dealing with the various technologies we’ll use in this class. I am available to assist you before and after class, during my office hours and by appointment. However, I will not respond to tech questions via email. If you’re having tech problems, here are resources I suggest:Your tech help group. You should be actively engaging with each other, sharing snags and shortcuts, discussing problems, and offering assistance.Google. The odds are very good that someone on some forum somewhere has answered your exact question.The Oberlin Technology Help Desk. This desk is staffed until 9 p.m. Monday-Thursday and 5 p.m. on the weekends. Phone: (440) 775-8197Email: cit@oberlin.eduWebsite: plan ahead, build in a cushion of time and work in advance so that you can meet with me, if necessary, to troubleshoot problems. GradingTo determine your final grade in the class, I’ll look at the work you’ve submitted for evaluation, as well as the work you’ve done in class. I encourage you to make appointments with me to discuss your work, especially if you have questions about your performance in the course. The breakdown of your final grade will look like this:Unit Projects & Reflections:60%Class Participation/Tech Help Group:15%Scaffolding Assignments:15%Show & Tell:10%Cell Phone PolicyIf your cell phone rings, beeps or vibrates audibly during class, or if I see you texting, you must bring cookies for everyone on the following class day.College Policies and ResourcesHonor CodeOberlin College’s Honor Code provides the foundation for the intellectual freedom that is encouraged and shared by all members of the academic community, and it embodies the belief that true academic freedom and discourse can only exist within a framework of honesty, integrity, and responsibility. With the privilege of attending Oberlin comes the responsibility of supporting both the expectations and the spirit of the Honor Code, which calls for submitting work of your own creation and giving proper credit to the ideas and work of others. Learn more about the current honor code here: StatementIf you have specific physical, psychiatric or learning disabilities and require accommodations, please let me know as soon as possible so that your learning needs may be appropriately met. You will also need to meet with the Office of Disability Services in Peters G-27/G-28. For more information about Oberlin’s disability services, look here: CenterThe Counseling Center is a confidential resource providing psychological support as you pursue your academic and personal goals, and working to enhance the quality of your experience at Oberlin College. One of the services provided to students is short term counseling and psychotherapy. Costs associated with the Counseling Center are covered by your tuition. The phone number to make an appointment or to talk with someone both during and outside of operational hours is (440)775-8470. You can find more information about the Counseling Center here: Associates ProgramThe Oberlin College Writing Associates Program is a free and student-staffed writing tutor service. Their services include operating a Drop-In Writing Center in Mudd Center library, course tutoring, and individual student tutoring upon request. To learn more about these services, go here: Schedule*Because we may get ahead or behind, this schedule is subject to change. If you are absent from class, you must get in touch with me to stay informed of any possible changes. UNIT 1: Photo EssaysT JAN 31: Introductions/Expectations/Syllabus overviewTH FEB 2: Discuss photo essaysRead: “Foot Soldiers” Griffith/Kaminer“Skateboarding New York” Jaramillo/Staley“At Open Mic Night, Anything Goes” Conway/Kellner“Ridiculously Long Men’s Room Lines at Tech Conferences” Garber“12 Food Orders and the People Who Delivered Them” Jang/Bosman“Revealing the Trauma of War” Alexander/JohnsonT FEB 7: Share session/workshopRead: “The Photo Essay” CUNY School of Journalism“5 Photo Essay Tips” Dickson“How to Create a Photo Essay” Collective LensDue: Your completed photo essay planning guide 10-15 images you’re considering using in your essayQuotes, interview notes, draft language for your text*Note that February 8 is the add/drop deadline.TH FEB 9: Show and Tell/No class. I’ll be traveling for a conference, so we won’t meet formally as a class today. Instead, you should spend some time looking at and commenting on each other’s photo essays on Blackboard.Due: Your completed photo essay and reflectionYour photo essay should include 7-12 images, image captions and some corresponding text. When evaluating your photo essay, I will consider the following:Is there an idea? What is the story, issue or theme? Is it clearly presented and explored with intention?Are the photographs visually appealing? Do they show understanding of the craft? Is there a purposeful balance of variety and cohesion among the images?Do the text and captions add to the photography in a meaningful way? Is the text thoughtfully prepared and presented?UNIT 2: Twine/PowerpointT FEB 14: Discuss Powerpoint and Twine narratives/DemoRead:“Queers in Love at the End of the World” Anna Anthropy“The Uncle Who Works for Nintendo” Michael Lutz “Depression Quest” Quinn/Lindsey/Schankler“Great Rock and Roll Pauses” Jennifer EganTH FEB 16: Share session/WorkshopDue: An outline of your piece’s narrativeCharacter sketches, draft language for your slides/passagesT FEB 21: Show and tell/Introduce Unit 3Due: Your completed Powerpoint or Twine narrative and reflectionFor this assignment, you have the option of creating a narrative in either Twine or Powerpoint. Your piece may be fiction, nonfiction, or something in between. It should include 12-20 slides/passages. When evaluating your narrative, I will consider the following:Is there a clear narrative? Is there a compelling story that moves me through the piece? Are the characters thoughtfully rendered?Have you taken full advantage of the medium? Are Powerpoint slides using visuals to communicate effectively? Does the interactivity of a Twine narrative add meaningfully to the story?Is the text well-written, engaging and carefully prepared? UNIT 3: Gorilla Lit/Digital GraffitiTH FEB 23: Discuss Web 2.0 workRead:Be familiar with “missed connections” and then read “Barnes & Noble” by Brian Oliu“A Piece of the Wall” by Teju Cole“Mr. Plimpton’s Revenge” Dinty Moore“Talisman” Kate Prosachik“When Pop Was Home” Kayla BloodgoodThis story about Rachel Hulin’s Instagram novel; be sure to click through to her instagram account and interactive websiteT FEB 28: Discuss Web 2.0 work/Share sessionDue: Notes on your platform (make sure you’ve practiced/checked functionality!)An outline of your piece’s narrativeCharacter sketches, draft language TH MAR 2: Show and tell/Introduce Unit 4Due:Your completed Web 2.0 project and reflectionThis project (fiction or nonfiction) should be self-published somewhere on the web and a link shared in the appropriate thread on Blackboard. You will be evaluated on the following criteria:Is the story/essay thoughtfully crafted? Does it have an idea/theme that is worth exploring? Does it have a strong narrative arc?Is the piece creative? Innovative? Surprising? Does it feel new?Do the form and content feel inseparable? Is the technology necessary to achieve the full effect of the narrative?Is it thoughtfully constructed? Does it demonstrate attention to detail?UNIT 4: PodcastingT MAR 7: Discuss PodcastsListen:“Moon Graffiti” Mitchell/Frank“Small Thoughts in Big Brains” Alex Blumberg (This segment ends at 17:48.)“Slow” Radiolab“Dr. Phil” Starlee Kine (This segment ends at 32:30.)“Hollaback Girl” Eleanor Gordon-Smith (This segment ends at 18:50.)TH MAR 9: Share sessionRead:“Better Writing Through Radio Part 1” Nancy Updike“ HYPERLINK "" Conduct Better Podcast Interviews with This Simple 6-Step Preparation Process” Jerod MorrisListen: To any additional podcasts that interest you. You must listen to at least 3 hours, including at least 3 different podcasts with 3 different hosts.Due: A paragraph on each podcast you listened to. What was the subject matter? How do you imagine the information or audio was obtained? What worked well in the podcast? Did you pick up any tips or tricks you might be able to use?Additionally, please write up 3 different story ideas for your own podcast. Tell me the idea, why you think it would make an interesting podcast, and whose voices you would seek to include.T MAR 14: Discuss Editing/Share sessionRead:“Using Music” Jonathan MenjivarWatch: Intro to Audacity TutorialSplicing Tracks in AudacityDue: At least 20 minutes of tapeA draft of your scriptTH MAR 16: Show and tell/Introduce Unit 5Due:Your completed podcast and reflection.Your podcast should be 7-15 minutes long and include voices other than your own as well as music or sound effects that enhance the listening experience. Note: Make sure any sound samples you find on the web are under a creative commons license or in the public domain. I will consider the following when evaluating your podcast:Is the driving idea behind the finished product a good one?Does the story evoke a theme or feeling? Is there emotional resonance? Is the script clear and focused? Is there an intriguing opening? Is there a narrative arc? Does the ending feel impactful?Is the tape thoughtfully edited? Are quotes and music utilized to best effect?Are the scripting and editing ambitious? Is there apparent effort here?T MAR 21-TH MAR 23: Spring Break—No Classes.UNIT 5: Computer AnimationT MAR 28: Discuss animation Watch: “Billy’s Balloon” Don Hertzfeldt“Sanjay’s Super Team” Sanjay Patel “Paperman” John KahrsTH MAR 30: Discuss animation/Share sessionWatch: “My Traumatizing Haunted House Experience” Theodd1sout“Diary of a TV Addict” sWooZie“My Art Teacher” DomicsDue:Three different story ideas. For each, tell me about the story itself, the major characters, and why you think this would make an interesting animated short.*Note that April 3 is the last day to elect to take a class P/NP.T APR 4: Photoshop/After Effects demoWatch:“Photoshop Tutorial” Aubrey Hirsch“After Effects Tutorial” thenewboston“How to Make a Cartoon For Beginners” Ross PlaskowOptional: If you want to get a little more fancy with Photoshop, here’s a good intro to drawing/coloring there.If you’d like a slightly more complex, but better-looking option for animating character movement, check out this tutorial or this one about using the puppet tool and animating a walk cycle.For a more detailed look at lip-syncing and “moving the camera” watch this.To learn more about easy ease and bounce for a smoother animation look, watch this one.TH APR 6: Share sessionDue:Print-outs of your various characters/backgrounds/costumes/props/etc. Your 1-3 minute script.T APR 11: After Effects Lab Due:Significant progress in your animated short. TH APR 13: Show and tell/Introduce Unit 6 Due: Your completed animated short and reflection. Your animated short should be 1-3 minutes long. It should have original art, a soundtrack that includes vocalized text, and animated characters.Note: Make sure any sound samples you find on the web are under a creative commons license or in the public domain. I will consider the following when evaluating your animated short:Are the art and sound interesting, unique and aesthetically pleasing? Is the animation ambitious? Are there in-character animations, backgrounds, various furnishings and props? Does it show mastery of basic computer animation techniques? Is the story compelling? Does it convey a feeling? Does it have a beginning, middle and end?Does the piece show attention to detail? Is it thoughtfully crafted?UNIT 6: Video GamesT APR 18: Discuss video gamesRead:“Indie Video Games Saved my 2016” Kate Gray“Orchids to Dusk Lets You Find a Quiet Place to Die” Chris PriestmanPlay:“The Company of Myself” Eli Piilonen“Killing Time at Lightspeed” Gritfish ($9.99)“That Dragon, Cancer” Ryan Green ($4.99/App Version or $9.99/Computer Version)TH APR 20: Discuss/Demo scratchWatch:“Scratch Tutorial 1” Kevin Briggs“Scratch Tutorial 2” Kevin Briggs“Scratch Tutorial 3” Kevin BriggsBased on your interests/ideas for your game, I want you to watch at MINIMUM 30 minutes of other Scratch tutorials. The “up next” sidebar on YouTube can help you find relevant videos, as can the search function. Due:Please bring names and authors of the supplemental videos you watched as well as notes on the content with you to class.T APR 25: Share sessionDue:A brief description of your game including the story, central idea or inspiration, and game play/game objectives. A write-out of the various operations you’ll need to code. (Watch the first 4 minutes of this video to see how to draft your “pseudo-code.”)Print-outs of your sprites and backdrops.TH APR 27: Scratch labDue:Significant progress toward your completed game. T MAY 2: Share session/Course evaluationsDue:A draft of your completed game.TH MAY 4: Wrap-up/Final show and tellDue:Your completed video game and reflection.Your completed video game should demonstrate your understanding of indie video games and the basics of coding via Scratch. It should have original art, sound, and should be interactive/playable.Note: Make sure any sound samples you find on the web are under a creative commons license or in the public domain. I will consider the following when evaluating your game:Does the goal of the game go beyond entertainment to tell a story or make a point about the world?Does it feel original?Do the art and sound enhance the project?Is the code functional? Is it elegant? Is there clear effort to make full use of the programming language?Is text used thoughtfully (whether spoken or written)? Is there careful attention to detail demonstrated in the game and behind the scenes? ................
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