Y10T2 - Documentary Production

A public screening of all student films will be held in i23 on Monday of Week 10, and students will submit a written reflection by Thursday of Week 10.  Late submissions will be penalised according to College policy.

Documentary Film Production
This module is designed for a 10-week term, with four learning periods per week.  

For this screen production task, you will create a documentary that aims to produce positive change in society. This task challenges you to engage with a significant issue or topic that you care about and use the power of media to raise awareness and drive action. By creating a documentary that promotes positive change, you will not only develop your filmmaking skills but also become an active citizen and advocate for social justice.

You may choose to focus on any issue or topic that you feel passionate about and that you believe could benefit from greater public attention. Some examples of issues that you might choose to explore include:

If you are modelling your film on Peacock Visuals documentaries like the ones you can view towards the bottom of this page, the following process may help.

1. Shoot a short interview with a person who has an interesting story tell.  Make sure you choose a suitable location, frame up carefully and ensure there's not too much interfering ambient sound.

2. Do a Radio Edit.  A radio edit is where you edit for timing of the spoken interview, remove umms and ahhhs etc.

3. Add b-roll.  B-roll consists of images and video that help tell the story by complementing the interview.  

4. Add music and sound effects to help tell the story.

5. Add any slow zooms or animated reframes.

6. Colour correct and grade.

7. Add titles.

8. Fine tune and deliver.

Feedback
An essential part of any film production is feedback.  While it takes some humility to accept feedback, every successful filmmaker learns that it is central to their success, and goes out of their way to ask for feedback - they even pay people to give them feedback.

Not all feedback is positive.   In fact, the most instructive feedback is negative; that is, suggestions for improvement.  This is why it's important to ask not only friends and family, but others who might be more inclined to give us frank comments on how our work is progressing.

If someone gives you feedback, it is polite to respond - let them know how their feedback helped.  It will be beneficial to start practicing this kind of etiquette, especially those who hope to enter the screen industry down the track.
Etiquette

noun:  the customary code of polite behaviour in society or among members of a particular profession or group.

If you take a few minutes to read some professional feedback I received a few years ago, you'll get an idea of how professional readers give feedback on a screenplay in an industry context.  See the first one here, the second one here, and the third one here.  We carefully considered both positive and negative aspects before  redrafting after each feedback.  This won my screenwriting partner and I recognition by Warner Brothers and talent scouts around the world... then Covid hit :(

Documentary Styles to Consider

Participatory documentaries - These films involve the filmmaker as an active participant in the story they are telling, often using personal experiences to shed light on a broader issue.

Super Detox Me and A Guide to North Korea are both early films from an excellent Perth filmmaker, Josh Lee.

"Super Detox Me" (2006) - filmmaker, Josh Lee, goes full detox with some mates.  Hilarious, confronting, sobering.  Language warning.

"A Guide to North Korea" (2018) - travel with Josh Lee for a tour of North Korea.

"American Movie" (1999) - a documentary about a filmmaker trying to make a horror movie on a shoestring budget.

"Super Size Me" (2004) - a documentary about a man who eats only McDonald's food for a month and examines the impact on his health.

Expository documentaries - These films are typically narrated by an off-screen voice, and use interviews, archival footage, and other forms of evidence to present a particular point of view or argument.

"Planet Earth" (2006) - a documentary series that explores different ecosystems and the animals that live in them.

"Food, Inc." (2008) - a documentary that examines the food industry and its impact on the environment, health, and society.

Observational documentaries - These films aim to capture reality as it unfolds, often using long takes and minimal editing to give the audience a sense of immersion in the story.

"Grey Gardens" (1975) - a documentary that follows the daily lives of two reclusive women, a mother and daughter, who live in a decaying mansion in the Hamptons.

"Hoop Dreams" (1994) - a documentary that follows two African-American high school students in Chicago as they pursue their dreams of becoming professional basketball players.

Poetic documentaries - These films use visual and auditory elements to create a lyrical, poetic tone, often exploring abstract themes or emotions.

"Koyaanisqatsi" (1982) - a documentary that explores the relationship between humans, nature, and technology through stunning imagery and music.

"Baraka" (1992) - a documentary that uses stunning imagery and music to explore different cultures and the interconnectedness of all things.

Reflexive documentaries - These films acknowledge the documentary process itself, often commenting on the role of the filmmaker, the subject, or the audience in shaping the final product.

"Fahrenheit 9/11" (2004) - a documentary that examines the events surrounding the September 11 attacks and their aftermath, as well as the media's role in shaping public opinion.

"Exit Through the Gift Shop" (2010) - a documentary that explores the world of street art and the blurred lines between art and commerce.

In Week 4, all students will present steps 1-3 to the rest of the class and the teacher(s) via a recorded video presentation which they upload to Microsoft Stream.  They will finish the presentation with the words, “can I please have some feedback from my peers and the teacher”.

Each student will be expected to offer at least one positive comment, and one suggestion for improvement in the comments section.  They will also be expected to respond to the feedback they receive.  Students will receive a mark for the feedback they give their peers, as well as their response to those who give them feedback.  Late submissions be penalised 10% on the first day, 20% on the second day, and will receive 0 marks on the third day.

1. Introduction

• Explain the purpose and goals of the documentary

• Introduce the topic and issue that the documentary will address

• Provide background information on the issue and its significance in society

2. Research and Planning

• Conduct research on the issue and gather relevant information, statistics, and facts

• Identify key stakeholders, organizations, and individuals involved in the issue

• Develop a plan for the documentary, including the style, structure, and format

3. Pre-Production

• Write a script or outline for the documentary

• Identify potential interviewees or subjects to feature in the documentary

• Secure permissions and release forms for filming in relevant locations or with people featured in the documentary

In Week 7, each student will will show their work and discuss their thoughts about how to move forward through a video presentation which they upload to Microsoft Stream.  They will finish their presentation with the words, “If my peers and teacher(s) have any thoughts on how I might be able to improve on my production, can you please let me know?”.

Each student will be expected to offer at least one positive comment, and one suggestion for improvement in the comments section.  Students will receive a mark for the feedback they give their peers, as well as their response to those who give them feedback.  Late submissions be penalised 10% on the first day, 20% on the second day, and will receive 0 marks on the third day.

4. Production

• Film interviews, b-roll, and other footage necessary for the documentary

• Use appropriate filming techniques and styles to capture the mood and tone of the documentary

• Ensure that all content captured adheres to ethical and legal standards

5. Editing

• Assemble media elements – rough cut, ideas for music, b-roll, graphics etc.

More from Peacock Visuals

In Week 9, students will present their final piece to their peers and teacher(s) by uploading it to to Microsoft Stream.  They will finish their presentation with the words, “Are there any final tweaks I can do to improve it before the public screening next week?”.

Each student will be expected to offer at least one positive comment, and one suggestion for improvement in the comments section.  Students will receive a mark for the feedback they give their peers, as well as their response to those who give them feedback.  Late submissions be penalised 10% on the first day, 20% on the second day, and will receive 0 marks on the third day.

6. Post-Production

• Edit the footage and audio to create a cohesive and engaging documentary

• Add any necessary sound effects, music, or other elements to enhance the viewer experience

• Ensure that the documentary conveys the intended message and goals

In Week 10, a public screening of all student films will be held in i23 on Monday, and students will submit a written reflection by Thursday.  Late submissions be penalised 10% on the first day, 20% on the second day, and will receive 0 marks on the third day.

Documentary Reflection

In this reflection, you will have the opportunity to consider your experiences creating a documentary for positive change. Reflecting on your work can help you identify your strengths and weaknesses, as well as areas for improvement in future projects. Take some time to consider the following questions and be honest with yourself as you respond.

1. What inspired you to create a documentary about this topic? What motivated you to pursue this project?

2. How did you approach the research and planning phase of the project? What challenges did you encounter and how did you address them? Did you feel that your research was thorough and comprehensive? What strategies did you use to gather information and data?

3. What was the most challenging aspect of the production phase? What was the most rewarding? Did you feel that you effectively communicated your message and created a compelling narrative? How did you use visual and auditory elements to engage your audience?

4. What did you learn about the issue or topic you explored through your documentary? How did your understanding of the issue change as you worked on the project? Did you discover any unexpected insights or perspectives?

5. Looking back on your project, how do you feel you did overall? What were your strengths and weaknesses as a filmmaker? What are some things you would do differently in future projects? How successful do you think your documentary was in achieving its intended purpose of promoting positive change?

Reflecting on your work can help you identify your strengths and weaknesses as a filmmaker. By creating a documentary for positive change, you have the power to raise awareness, inspire action, and create a better future for all. 

Use your reflections to inform your future work and continue to engage with issues that matter to you. Remember that there is always room for growth and improvement, and that each project is an opportunity to learn and evolve as a filmmaker and an agent of change.