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• 1 2017-06-10T16:55:59-07:00 Readings and Schedule 149 plain 2017-12-07T07:00:37-08:00
  
  Week 1: Monday, October 23: Course Introduction// Land Grant Readings 
  
  
  
  For next class (DUE: 10/24 - 11:59P): 
  • READ: "Congressional Record: University of Illinois Centennial," in Report of the Centennial Year of the University of Illinois, February 28, 1967 to March 11, 1968, 73-76.
  • READ: Preface and Chapter 7, Roger Geiger, The History of American Higher Education: Learning and Culture from the Founding to World War II (Princeton: Princeton University Press, 2015)
  • RESPOND to this question in a 1-page essay:  Why is the idea of Land Grant important to President Henry and the comments he makes in his 1968 speech? Use at least 1 reference from each of the assigned 2 readings in your response. Post your response to your Scalar page and send me the link by 11:59P tomorrow/Tues. (or send your essay as an attachment).
  
  Suggested Readings:
  • Julie Leininger Pycior, "Important but Neglected: Midwest Latino/a Biography and Memoir."
  • Jerome L. Rodnitzky, "The Making of a University in the Progressive Era: Edmund James and the University of Illinois," The Great Lakes Review 2 (Winter 1976), 1-18.
  • Dave Eggers, A Heartbreaking Work of Staggering Genius (Vintage, 2001), Chapter 1 (available here)
  • David Foster Wallace, “A Supposedly Fun Thing I’ll Never Do Again,” Boston: Little, Brown & Company (1997) - available here 
   
  Wednesday, October 25: Land Grant (cont.)/ Innovation and Invention / DRES
  
  In-Class Activity:
  • David D. Henry, NYT Obituary, 1995: http://www.nytimes.com/1995/09/07/obituaries/david-d-henry-89-president-of-illinois-u-in-time-of-tumult.html
  • David Dodds Henry Administration Building - Ceremony Remarks, Oct. 31, 1987.
  • National Museum of African American History and Culture, https://nmaahc.si.edu/blog/tag/invention-and-innovation
  
  For next class (DUE: 10/29 - 11:59P):
  • READ: Leslie J. Reagan, “Timothy Nugent: ‘Wheelchair Students’ and the Creation of the Most Accessible Campus in the World,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie, pp. 50-59.
  • READ: Steven E. Brown, “Breaking Barriers: The Pioneering Disability Students Services Program at the University of Illinois, 1948-1960,” in The History of Discrimination in US Education, edited by Eileen H. Tamura (New York: Palgrave McMillian, 2008), 164-92.
  • RESPOND to this question in half a page:  Why do each of the authors (Regan and Brown) consider DRES to be innovative - and who/what do they each credit for DRES' innovative work? Use at least 1 reference from each of the assigned 2 readings in your response.
    • NOW: SELECT and REFLECT on an object, concept or idea that you (and perhaps other friends or colleagues) recognize to be an innovation in its field (whether arts, music, technology, scholarly discipline, etc.) but that may be under-appreciated, under-recognized, or forgotten for its contributions. In another half of a page: describe what your object is, who was/were central to its development, and why you think it should be better recognized for its contributions. Why do you think it is not/has not been better recognized? Do include an image, or link to an image, of your object.
  • POST: your response to your Scalar page and send me the link by 11:59P Sunday 10/29.
  
  Suggested Readings:
  • "Accessible Information Technology Group," DRES website
  • Tim Nugent, “Let’s Look Beyond . . .” 
   
  Week 2: Monday, October 30: DRES (cont.)
  
  For next class (DUE: 10/31 - 11:59P): 
  • RE-SKIM: Leslie J. Reagan, “Timothy Nugent: ‘Wheelchair Students’ and the Creation of the Most Accessible Campus in the World,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie, pp. 50-59. Reagan’s article does a good job of conveying the strong personality of Tim Nugent using both interviews and narrating historical events/episodes that are especially unique and memorable.
    • Find 1 example of an interviewee’s comments that has this effect. Cite this quote, and describe why do you think it is especially memorable.
    • Find 1 example of an action that Nugent took, or decision he made that demonstrates the strength of his personality or conviction. Describe this event or action, and describe why you think it is especially memorable for the reader.
  • Take 20 minutes to SKIM: Expanding Horizons: History of DRES, 1998-:
    • Find 3 images, excerpts or quotes that you find to be especially powerful, or that caught your attention.
    • For each one, take a photo of it, and upload it to your Scalar assignment page.
    • For each one, describe what they capture. Now explain why you find it to be a memorable, impactful or charismatic object/image/anecdote. 
  • CHOOSE one of your favorite podcast or a regularly-aired tv/radio/internet show that features interviews, and SELECT a 2-3 minute excerpt from it that you can share in class. Include the link in your Scalar post, and be prepared to explain why you think your show and exceprt selection manages to connect well with listeners.
  • * POST: your response to your Scalar page and send me the link by 11:59P Tuesday 10/31.
  
  Suggested Reading:
  • Don Bitzer, "Use of CBE for the Handicapped," American Annals of the Deaf 124.5 (1979)
  • William Zissner, "Writing About People: The Interview," in Zissner, On Writing Well (New York: HarperCollins, 2001).
  
  In-class screening and discussion: The Game Changer
  
  Assignment: Effective Audio/Visual clips - Find interviews or podcasts that are popular and resonate with you.
  
  
  
  
  
  Wednesday, November 1: The Documentary Treatment (Meeting in Armory 172)
  
  Required Readings:
  • “How to Write a Documentary Treatment or Proposal . . . ,” UCSB Film and Media
  • "How to Write a Treatment," UCLA School of Theater, Film, and Television
  In-Class: 
  • Begin Documentary Treatment Exercise
  • Listening Exercise: As you close your eyes and listen to the voiceover, what images come to mind, be it from the archive collection or a license-aware source? Use this question to reflect on your voiceover work, and visuals to pair with that work.
  • Logging Exercise
  
  For next class (DUE: Sunday 11/5 - 11:59P): 
  • Enter into Mediaspace or Box and access your assigned interview clip with Brad Hedrick. (Pingping: 00022, Luke: 00023, Cassy: 00024, Mikkie: 00025, Aaron: 00026, Anne: 00027)
  • LISTEN to the entire clip. Now SELECT the most compelling 5 minute segment within it.
  • Using this attached Footage Log form, LOG your selected 5 minute segment. (You can refer to this Sample Video Log attached here)
  • LOOK BACK to the images you selected for your last exercise with the visual history of DRES we covered last week: Expanding Horizons: History of DRES, 1998-
  • Now considering that, with the log of your selected video segment, DRAFT a Short Pitch (a paragraph long, or 3-4 sentences) for a short video you imagine you might create that could incorporate your footage and images. Imagine what kind of story you might be able to tell and sell to an audience about DRES at UIUC (or perhaps related topics, such as disabilities design, inclusive innovation, etc.).
  • POST: your pitch to your Scalar page and send me the link - and the Video Log of your 5 minute interview selection as an attachment -- by 11:59P Sunday 11/5. 
  Suggested Readings:
  • Documentors, "Documentary Tip #7: Writing a Strong Treatment"
  • Digital Media Services, "Storyboarding."
  • Marty Morse, Tim Millikan, and Brad Hedrick, The Para-Backhand Pushing Technique, Sports 'n Spokes (1994)
  
  
  
  
  Week 3: Monday, November 6: Charismatic Quotes and Images/ Archive Visit  (meeting in Armory 428 w/ Kate LaBore)
  
  In-Class Activity:  
  • Narrative Flow Workshop
  • Game Changer Screening
  • Group visit to the University Archives
  
  For next class (DUE: Tuesday 11/7 - 11:59P): 
  • READ the Required Readings, and for each, FINE and SELECT 2 compelling quotes that describe the activity and culture of the BCL. For PART 1 of this exercise, make note of these selections.
    • Bethany Anderson, "Heinz von Foerster and The Biological Computer Laboratory: A Cybernetics Odyssey," University of Illinois Archives blog
    • Jamie Hutchinson, “‘Nerve center’ of the cybernetic world: Heinz von Foerster and the Biological Computer Laboratory.”
    • Peter Asaro, “Heinz von Foerster and the Bio-Computing Movements of the 1960s,” in Albert Müller and Karl H. Müller (eds.) An Unfinished Revolution? Heinz von Foerster and the Biological Computer Laboratory | BCL 1958-1976 (2007)
  • For PART 2 of this Exercise: UPLOAD 3 of the photos your selected from the University Archives on the BCL.
  • For PART 3: Consider your quote selections, and the stories of the BCL they connect to. Now, DRAFT a voiceover for an imagined documentary video on the BCL that could use the 3 photo selections you made as visual resources. 
  • POST: your response to your Scalar page and send me the link by 11:59P Tuesday 11/5.
   
  
  
  
  Wednesday, November 8: Documentary Elements/Intro to Premiere (meet in Armory 172 w/ Kate LaBore)
  
  Required Reading: 
  • David Rosenboom, “‘2 + 2 = green’: Innovation in Experimental Music at the University of Illinois,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie, pp. 121-134, 2016.
  • David K. Helmley, “Try Basic Editing Techniques,” Adobe, November 2
  • Kevin Monaham, “Getting Started with Adobe Premiere Pro (CS4, CS5, CS5,5 CS6, and CC)," Adobe, May 20, 2011
  • Terry Ryan, “Video Editing for Non-Professionals with Adobe Premiere Pro CC,” Adobe Create Magazine, November 1, 2013. 
  
  For next class (DUE: Sunday 11/12 - 11:59P): 
  Take-home Assignment:
  1. Access your Imported Video Interview in Adobe Premiere. MARK 5 to 10 (or more) Soundbites/Interview clips, indicating the in-points and out-points of each (you are welcome to do more than 5-10; and doing more will only help you for later stages your final project)
     1. Keep in mind: a Soundbite is a piece of narrative audio that expresses 1 idea: once your speaker moves on to another idea, it’s a 2^nd soundbite
     2. We’ll share/listen back to your soundbite selections in class together Monday.
  2. In the Video log Excel form your completed earlier for your assigned interview segment, FIND the soundbites you selected, and HIGHLIGHT these in your video log.
  3. Reflecting on 1 sound bite from Brad Hedrick’s interview, or 1 of your earlier photo selections from Expanding Horizons: History of DRES, 1998-:, CONSIDER a connection you have to your selection (it can be to something broad like sports or a general barrier you faced – or something more specific, like a connection to personal friend’s or family member’s experience…). COPY the quote for your soundbite or the photo you reference, into a Scalar page.
     1. Below it, WRITE a paragraph that captures your reflection on a connection you have.
  4. REWRITE the draft paragraph ( for your Project Pitch. Consider this time the elements we discussed in class on what makes an effective pitch: Evocative and Colorful Language; Identifiable Actor(s); Stated Conflict/Problem/Struggle/Barrier; Concrete Narrative with Transitions (sense of Beginning – Middle – End).
  5. POST your paragraphs and image/quote for parts 3 and 4 to your Scalar page. Email me the link AND your new Highlighted Video Log from part 2 to me by 11:59P Sunday 11/12.
  
  
  
  Week 4: Monday, November 13: Narrative Voiceover (w/ Kate LaBore, Armory 428)
  
  For next class (DUE: Tuesday 11/14 - 11:59P): 
  Take-home Assignment:
  1. OPEN your Premiere project, and for your Image Bin, add another 5-7 still photo selections from Expanding Horizons: History of DRES, 1998- (you can add more if you like; but make sure to have at least 8-10 total to work with).
  2. CREATE a new sequence, and select and drag one video clip of Brad Hedrick’s interview into the beginning of your sequence.
  3. Considering the audio and narrative content of your selected interview clip, SELECT and order in sequence 3-5 other still images that can immediately follow your video clip selection. (You can place them immediately beside your video interview clip)
  4. WATCH this 3 minute film clip from the documentary “Roger and Me” by the director Michael Moore. In a single paragraph, DESCRIBE the various ways that Moore uses Narrative Voiceover in the clip, and reflect on one example that seems especially impactful to you. (Just for fun, you can also watch this 4-minute clip of the acclaimed author Kurt Vonnegut commenting on the Shapes of Stories.)
  5. In another paragraph, DRAFT a short narrative voiceover that you can use to bridge your selections. Feel free to refer to your past exercises, including your reflection paragraph on a personal connection to DRES you see, as resources for your drafting. (We’ll share/listen back to your soundbite selections in class together Wednesday.)
  6. SKIM the Assigned Readings from Brian Dear’s PLATO History blog on the emergence via PLATO of doodles; emoticons; the world’s first chat room app; the first big board multiuser game, Moonwar, developed by a high school student here that is now a renowned scholar at UVA; and science fiction stories influenced by PLATO. COMPOSE 2 questions you could pose to Brian Dear based on the content covered.
  7. POST your paragraphs for parts 4, 5 and 6 to a Scalar page. Email me the link AND by 11:59P Tuesday 11/14.
  
  Suggested Reading:
  • Timothy Garrand, "Writing for Many Media," in Garrand, Writing for Multimedia and the Web (Amsterdam: Elsevier, 2006), 23-25, 32, 35-36.
  • David R. Woolley, “PLATO: The Emergence of Online Community” (republished from January 1994 issue of Matrix News.
  
  
  
  
  Wednesday, November 15: Sequencing Images and Video -- Project 500/ Unit 1/ Educational Reform
  
  Required Readings:
  • Joy Ann Williamson-Lott, “Clarence Shelley: The Campaign to Diversify the University” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie, pp. 77-86.
  • Frederick E. Hoxie and Michael Hughes, “Nevada Street: A Center for the Study of Race and Ethnicity,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie, pp. 218-223.
  • Leigh Buchanan, “Both Simple and True: The Secrets of Effective Storyelling,” Inc.
   
  Suggested Readings:
  • Oral History - Howard Schein
  • Phil Cohen, “Recognizing in the Inferno That Which is Not: Reflections on Writing a Memoir,” History Workshop Journal 74 (August 2012), 173-191.
  • StoryCorps, "Do-it-yourself Guide"
   
  For next class (DUE: Sunday 11/26 - 11:59P):  
  Take-home Assignment:
  • Complete the first draft of your treatment, using the attached Treatment Draft form. Your plan should cover 150-180 seconds worth of a mix of your video interview selections (min. of 5 clips) with Brad Hedricks; your photo selections (minimum of 10 still images); and should include your text for the voiceover narrations that can bridge photos and interview clips (to be recorded following break). Do also include 1 image selection from the Student LIfe Archives.
  • In Premiere, complete a rough cut of your video project, using the plan you outline in your Treatment Draft, and laying out your image/video interview clip selections. (We will record the narrative voiceovers following the break). We will screen our Roughcuts together in class on Monday, and will share our narrative voiceovers by reading aloud as we play our Roughcuts. 
  • Email me your Treatment Drafts by 11:59P Sunday 11/26.
  
   
  Week 5: Thanksgiving Break
   
  Week 6: Monday, November 27: Roughcut Screening/Finding and Incorporating New Footage -- BCL
  
  Required Readings:
  • Selections, Heinz von Foerster/Monika Silvia Broecker, Part of the World: Fractals of Ethics - A Drama in Three Acts, ed. Jamie Hutchinson, trans. Barbara Anger-Diaz
  • The Whole University Catalog (1969)
  • Stuart Umpleby, "Heinz von Forester and the Mansfield Amendment," Cybernetics And Human Knowing Vol. 10, nos. 3-4, pp. 187-190
  Suggested Reading:
  • "Kybernetik in Urbana," an interview with the BCL's Paul Weston conducted by Jan Mueggenburg and Jamie Hutchinson
   
  For next class (DUE: Tuesday 11/28 - 11:59P):  
  Take-home Assignment:

  1. the full script for your treatments (this means, transcribing the quotes and writing out the full script/text for your voiceovers. you should be able to read aloud a full script/text for your treatment so that it amounts to ~180 seconds.) we will being to record the voiceovers in class on Wednesday.
  2. a  draft title and 3 key phases extracted from the transcript of your video project (which can come from your voiceover writing, or an interview clip from Brad)
  3. create an Archival Footage bin in your Premiere Projects, and import 3 archival footage examples for your project from: https://archive.org, https://mediaspace.illinois.edu, and https://search.creativecommons.org
  
  
  Wednesday, November 29: Audio Recording - PLATO
  
  
  Required Readings:
  • Valerie Lamont, “New Directions for the Teaching Computer: Citizen Participation in Community Planning,” Technological Forecasting and Social Change 5 (1973), 149-162.
  • Joy Rankin, "Toward a History of Social Computing: Children, Classrooms, Campuses, and Communities," IEEE Annals of the History of Computing, 2014. 
  • Stuart Umpleby, “Citizen Sampling Simulations: A Method for Involving the Public in Social Planning,” Policy Sciences 1 (1970): 361-375.
  For next class (DUE: Sunday 12/3 - 11:59P):  
  Take-home Assignment:
  • Complete a new version of your Treatment Script, taking into account the feedback in class today.
  • In Premiere, complete the audio recording of your new script for your voiceovers for your video project. Your voiceover recording together with your interview clips from Brad Hedrick should amount to roughly 180 seconds of your video project. 
  • We will screen our Roughcuts together in class on Monday. 
  • Email me your new Treatment Script by 11:59P Sunday 12/3.
  
  Week 8: Monday, December 4:  Credits and Moving Images -- Mosaic/NCSA:Women + Visual Arts @ NCSA
  
  In Class:
  • Paul Schroeder's 1968 Convocation Speech​: What does Paul mean when he says he failed himself, and the university failed him? What does mean by the need to "humanize the university?" 
    • If you were to write a Sesquicenntenial editorial using Paul's speech, how would you situate it? And what roles do you have on campus that you could from? Map at least 4.  
  • DRES Daily Illini feature
    • Read the editorial. How does the author establish credibility in writing about the campus?
    • Go into the Daily Illini Archive: http://idnc.library.illinois.edu/cgi-bin/illinois?a=cl&cl=CL1&sp=DIL&e. Find 3 or 4 other archived articles that could be put in conversation with this 2017 editorial, if you were to use it in your project. 
  
  Required Readings:
  • Jimena Canales, “Mosaic: The First Point-and-Click Internet Browser,” in The University of Illinois: Engine of Innovation, edited by Frederick E. Hoxie, pp. 152-158.
  • Greg Newby, "My Prairienet Story"
  • Andrea Lynn, “PrairieNet officially opens with 10-day event,” Inside Illinois (1994)
  
  
  Wednesday, December 6:  Adding Music Elements -- LEEP/PrairieNet/Project Gutenburg
  
  In Class:
  • To start off today's session please provide feedback for the course through the linked Google form
  • Without reviewing your notes, quickly jot down the various "firsts" that occurred on this campus that you can recall us reviewing in class.
  • A link to an NPR interview and a Motherboard article to pair with our discussion of the Canales piece for today
  
  For next class (DUE: Sunday 12/10 - 11:59P):  
  • Send us a plan for how you’ll spend our class time working on your project. Will you be revisiting the University Archives' main location, the Student Life and Culture Archives, or DRES for more material for your video? If so, what will you be looking for specifically at the site of your choosing? Will you use the time toward specific searches via the Archives website or the Digital Daily Illini? What searches will you conduct, and why?                 
  • If you don’t send us a plan, we expect that you’ll be with us working on your projects. We’ll be in CITL during the first two hours our class time. If you would like to consult with us on any aspect of the project, feel free to arrange a time to visit via email during that time.
  
  Monday, December 11:  INDEPENDENT PROJECT DAY
  
  For next class DUE WEDNESDAY 12/13: FINAL VIDEO PROJECT  +  FINAL TREATMENT + PROJECT ESSAY
  
  * We'll start our Final Project Video Screenings in class on Wednesday 12/13 at 1PM sharp. Be on time. A late arrival counts as a late submission.
  
  * print out and hand in by 1PM in class on Wed. 12/13:

  -       Final Treatment (full transcript – with quotes and voiceover transcribed)

  o   Title with Pitch (1 paragraph, 3-4 sentences) at the very beginning

  o   Full description of image content in images used and movement direction

  -       2-3 Page (min) Essay on Work Process

  o   1-2 pages on research: on finding and selecting primary sources; and on interview analysis (logging, content analysis, selecting quotes)

  o   1 page on use of editing tools

  -       1 page w/ 6 Bibliographical Citations (we have given you 5 during the course of the class, including the articles on DRES, Expanding Horizons, Brad Hedrick Interview, and Student Archive)

  o   You should add 1 new bibliographical source

   

  You'll turn in your Video Project IN CLASS on Wednesday 12/13 (don't worry about exporting and submitting the link to your project the night before). Just make sure your project includes the below:

   

  Video Elements Checklist

  -       length 150-200 seconds

  -       5 interview clips 

  -       10 photos/still archival images used

  -       minimum of 3 animated images: featuring 1 zoom in / 1 zoom out / 1 pan

  -       use of archival video

  -       title

  -       naming caption for interviewee (ie. Brad Hedrick)

  -       credits: thank you to Brad Hedrick, DRES, Library Archives, Student Life Archives, CITL, College of Media

  -       closed captions

  -       music (optional - if you include any music elements, it's to the extra credit/benefit of your project)

  
  Break a leg! ;]
  
  
  Wednesday, December 13:  FINAL SCREENING