Voiceovers
Please be clear about any places where you will have a voice talking over images (in which, of course, the audience hears but does not see the person talking).
Timing
Do a dry run - how long does it go?
Camera Work
Who is filming? Do you know the definition of close-up, medium-shot, and long-shot? Check HERE.
Is the production team agreed on style? Here's an excerpt from a website about how to make short documentaries (check it out if you have time HERE):
The camera plays a role: it acts on the sender's (i.e. your) behalf. Remember that the camera angles and movements are significant for the degree to which you express respect for, solidarity with, antipathy against, etc., the people in the film. (In some respects you always make films about yourself – even though you are working in groups). Before the shoot starts make sure you have agreed on certain principles for operating the camera (of course this is of special importance if the camera is operated by more than one member of the group).
Credits
Remember to leave time for the credits to roll at the end; build those into your screenplay!
Tuesday, November 15, 2011
Blogging the Assignment Three Workshop
Keywords and Life
Be sure to continually hold in your minds the definition of life as it relatse to CAFOs. We think of CAFOs as both life managers (they conceive, grow, maintain, and excute life to make meat) and also as life destroyers (they produce waste, pollution, and disease).
Whatever keywords you use, they should 'mediate' between CAFOs and life and/or help explain how those two terms work together.
Creating Arguments
Remember, your argument will probably involve 1-3 keywords (to be defined in your intro), and you should have at least 3 examples of specific, concrete examples to illustrate these terms 'in action.'
Be sure to continually hold in your minds the definition of life as it relatse to CAFOs. We think of CAFOs as both life managers (they conceive, grow, maintain, and excute life to make meat) and also as life destroyers (they produce waste, pollution, and disease).
Whatever keywords you use, they should 'mediate' between CAFOs and life and/or help explain how those two terms work together.
Creating Arguments
Remember, your argument will probably involve 1-3 keywords (to be defined in your intro), and you should have at least 3 examples of specific, concrete examples to illustrate these terms 'in action.'
Assignment Three Discussion: Defining Life
Assignment: CAFOs and Life
The purpose of the third assignment is to give students the opportunity to describe, define, and analyze the methods used by the corporate CAFO system. We are specifically interested in understanding how that system 'organizes life' and how it 'sees life' and how it 'affects life.' Therefore we are interested in finding passages from the reading, especially The CAFO Reader, where the subject of life appears -- this often happens when the subject of death, disease, and the manipulation of bodies appear.
Directions
On their own, students should locate a passage from the text that describes, defines, or analyzes "life." It's important here to think about the different kinds of bodies that can be living: microbes, mammals, fish, homo sapiens, and even ecosystems (inter-related networks of living beings that co-exist in an evolving community). When they find the passage, students should note the page number and begin to imagine keywords that they could use to describe it.
Keywords
At this point, students should make the identification and creation of keywords a 'second nature.' Whenever an assignment (such as this) asks you to argue about something, the identification and creation (and definition!) of keywords should be on your immediate list of critical thinking.
After Keywords: Sharing
Once students have found a passage about life and identified/created/defined a keyword, they will share it in groups of three. In groups, students should practice critical thinking when they take turns sharing their keywords. If students need refreshers on critical thinking, they should ask others for help or turn to their notes.
After Sharing: Blogging
After students share and discuss their keywords, they should write an informal blog that summarizes the keywords in their group and the basic critical thinking conversation around those terms. Students should tweet their keyword, its definition, and their passage when they're done with their blog.
After Blogging: Discussion
When students have finished blogging, they will come together as a class so that we can discuss them. We need to address how the CAFO system understands life and how we can build our ideas into the third essay.
The purpose of the third assignment is to give students the opportunity to describe, define, and analyze the methods used by the corporate CAFO system. We are specifically interested in understanding how that system 'organizes life' and how it 'sees life' and how it 'affects life.' Therefore we are interested in finding passages from the reading, especially The CAFO Reader, where the subject of life appears -- this often happens when the subject of death, disease, and the manipulation of bodies appear.
Directions
On their own, students should locate a passage from the text that describes, defines, or analyzes "life." It's important here to think about the different kinds of bodies that can be living: microbes, mammals, fish, homo sapiens, and even ecosystems (inter-related networks of living beings that co-exist in an evolving community). When they find the passage, students should note the page number and begin to imagine keywords that they could use to describe it.
Keywords
At this point, students should make the identification and creation of keywords a 'second nature.' Whenever an assignment (such as this) asks you to argue about something, the identification and creation (and definition!) of keywords should be on your immediate list of critical thinking.
After Keywords: Sharing
Once students have found a passage about life and identified/created/defined a keyword, they will share it in groups of three. In groups, students should practice critical thinking when they take turns sharing their keywords. If students need refreshers on critical thinking, they should ask others for help or turn to their notes.
After Sharing: Blogging
After students share and discuss their keywords, they should write an informal blog that summarizes the keywords in their group and the basic critical thinking conversation around those terms. Students should tweet their keyword, its definition, and their passage when they're done with their blog.
After Blogging: Discussion
When students have finished blogging, they will come together as a class so that we can discuss them. We need to address how the CAFO system understands life and how we can build our ideas into the third essay.
Monday, November 14, 2011
Mini-Workshop Conversation Points
1. Post the draft of your essay on your blog. If your draft and your blog are the same, simply keep blog 5 posted. Direct your parnter to the right screen.
2. As you look over your partner's draft, address the following points by leaving sentences as comments:
* is the thesis an argument? Is it a statement (2-3 sentences)? Does the writer make clear what points they will be addressing in future paragraphs?
* Are there keywords? Are those keywords defined?
* Does the writer have an paragraphs? Are the topic sentences connected to the thesis statement?
* The skill of this essay will come from adriotly sifting through multiple sources to make powerful points in a smaller amount of space (3 pages). Do you have suggestions for how the writer can do this?
3. Discuss and share the points you made with your partner and then elaborate on them in person.
4. Do you have any questions about the assignment for the professor?
2. As you look over your partner's draft, address the following points by leaving sentences as comments:
* is the thesis an argument? Is it a statement (2-3 sentences)? Does the writer make clear what points they will be addressing in future paragraphs?
* Are there keywords? Are those keywords defined?
* Does the writer have an paragraphs? Are the topic sentences connected to the thesis statement?
* The skill of this essay will come from adriotly sifting through multiple sources to make powerful points in a smaller amount of space (3 pages). Do you have suggestions for how the writer can do this?
3. Discuss and share the points you made with your partner and then elaborate on them in person.
4. Do you have any questions about the assignment for the professor?
Essay Three
Length: 2.5-3 pages
Peer Review: Tuesday Nov 22
Assignment Goal
For this essay, students will argue an answer to the following questions in a thesis statement: what does human and animal life mean to the CAFO system? How does this system organize life? Why does this organization of life matter? What are the consequences of this system for the health of life in general (humans, animals, ecosystems)?
Assignment Description
For this essay, students will focus on the effect of factory farms (CAFOs) on human, animal, and ecological systems. Students will gather material that directly connects to human health, animal health, and environmental health. They will create a thesis statement that organizes the overall effects of factory farms on living bodies into an argument about the CAFO system as manager of "life" systems (human life, animal life, ecological life). Students should gather their information from all course texts, with a focus on The CAFO reader and any new sources the professor introduces in the next few weeks (Unnatural Selection, The Eleventh Hour). Students should remember to approach the CAFO system as a human produced system, created by real individuals, and include any psychological and financial concepts about that system in their discussion.
Peer Review: Tuesday Nov 22
Assignment Goal
For this essay, students will argue an answer to the following questions in a thesis statement: what does human and animal life mean to the CAFO system? How does this system organize life? Why does this organization of life matter? What are the consequences of this system for the health of life in general (humans, animals, ecosystems)?
Assignment Description
For this essay, students will focus on the effect of factory farms (CAFOs) on human, animal, and ecological systems. Students will gather material that directly connects to human health, animal health, and environmental health. They will create a thesis statement that organizes the overall effects of factory farms on living bodies into an argument about the CAFO system as manager of "life" systems (human life, animal life, ecological life). Students should gather their information from all course texts, with a focus on The CAFO reader and any new sources the professor introduces in the next few weeks (Unnatural Selection, The Eleventh Hour). Students should remember to approach the CAFO system as a human produced system, created by real individuals, and include any psychological and financial concepts about that system in their discussion.
Monday: Essay Three Workshop and Video Projcets
Directions
Students will use an hour of class-time today to begin expanding their third essays. They can use their blogs from over the weekend, but if they didn't have time to post their blogs they should post their blogs first (for partial credit). Fortunately, the blog assignment is also the third essay assignment.
Cluster Task
Before they settle in to their revisions, students should go to THIS website and enter in their name, blog address, and email addresses in the comment space on the first blog posting ("Welcome...")
Mini-Workshop
After the first hour, the professor will partner students together to give feedback and make suggestions about their draft.
Midterm Grade
While students compose, they should send the professor an email. Subject: Midterm Grade. Message: Student's name. Please send to jrcqueens@yahoo.com
Reading
We will discuss the reading for today and hear presentations tomorrow, Tuesday.
Video Projects
After the mini-workshops, students will gather into their groups so that they can type up their video screen plays. Check out the format HERE.
Students will use an hour of class-time today to begin expanding their third essays. They can use their blogs from over the weekend, but if they didn't have time to post their blogs they should post their blogs first (for partial credit). Fortunately, the blog assignment is also the third essay assignment.
Cluster Task
Before they settle in to their revisions, students should go to THIS website and enter in their name, blog address, and email addresses in the comment space on the first blog posting ("Welcome...")
Mini-Workshop
After the first hour, the professor will partner students together to give feedback and make suggestions about their draft.
Midterm Grade
While students compose, they should send the professor an email. Subject: Midterm Grade. Message: Student's name. Please send to jrcqueens@yahoo.com
Reading
We will discuss the reading for today and hear presentations tomorrow, Tuesday.
Video Projects
After the mini-workshops, students will gather into their groups so that they can type up their video screen plays. Check out the format HERE.
Thursday, November 10, 2011
Blog Five: The CAFO System
For this blog, students will argue an answer to the following questions in a thesis statement: what does human and animal life mean to the CAFO system? How does this system organize life? Why does this organization of life matter? What are the consequences of this system for the health of life in general (humans, animals, ecosystems)?
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