Course

Attend

  • This is a copy of the PowerPoint (opens PDF, 2.5mb) that will be used in class. You are encouraged to use the PowerPoint to aid in your note taking; however it is not a substitute for attending class as much more will be discussed than is shown in the presentation.
  • We will review Integrated Described Video (IDV) in class. You will need to take into consideration IDV practices when conducting and filming your Interview Video Assignment.

Described Video & Integrated Described Video

Described Video

The term described video, or DV, refers to the narrated description of a program’s main visual elements, such as settings, costumes or body language. DV provides essential story information in an audio format, enabling television programming to be more accessible to people who are blind or partially sighted.

Integrated Described Video

Integrated Described Video (IDV) is the next generation of DV.

IDV is a method of producing television content for blind and partially sighted audiences from the ground up, whereby the identification of key visual elements is incorporated into the pre-production, production and post-production phases, so that traditional DV is not required after the program has been packaged.

For instance, interaction between two characters might include dialogue such as “Come on in to my office and have a seat across from me at my desk.” Of particular note is that the dialogue used to convey the scene is in character and is not awkward or out of place.

IDV is not meant to replace DV. Rather, it is the preferred application for original content where description can be included from the planning stages of the program. It works well with factual programming, documentaries, field production pieces and interstitials.

How is IDV Different from DV?

There are four main categories of differences between IDV and DV:

  • Executed throughout production
    Whereas DV is traditionally executed after a program is complete and packaged, IDV is executed from the outset of content creation and continues throughout pre-production, production, post-production and packaging.
  • No additional descriptive narration
    Since a program with IDV is created from the ground up with accessibility features built right into the original production, a program with IDV does not contain or require any traditional descriptive narration.
  • One delivery format
    Since a program with IDV does not require descriptive narration, there is no separate or secondary delivery format. A program produced with IDV is accessible to people who are blind and partially sighted, right out of the box.
  • Many production factors
    When creating a traditional DV version of the program, the production factors typically involve writing the description, recording the description and then mixing the narration with the program. With IDV, the entire audio palette can be utilized to make content accessible to those who are unable to see the picture. The process is akin to producing a radio play.As such, many more production factors can facilitate a naturally descriptive program, including: making the scriptwriting more descriptive, adjusting the narration, training hosts and guests to be more descriptive with their interactions, utilizing and/or omitting environmental audio, using sound effects and music cues to establish action and scene changes, and the list goes on.

* Integrated Described Video (IDV) was formerly known as Embedded Described Video (EDV).


Interview Video Assignment

Assignment Overview

When we think of disabilities, we tend to think of people in wheelchairs and physical disabilities – disabilities that are visible and apparent. But disabilities can also be non-visible. We can’t always tell who has a disability. The broad range of disabilities also includes vision disabilities, deafness or being hard of hearing, intellectual or developmental, learning, and mental health disabilities.

Improving accessibility is the right thing to do. It is also the smart thing to do. When we make Ontario accessible to people with disabilities everyone benefits. By demonstrating your accessibility knowledge and content production skills, you will be making yourself more marketable in a work force that is striving towards full inclusion.

By utilizing your video journalism skills, we are going to engage members of the disability community by composing an oral history video / interview to showcase the diverse community, disabilities impact and how making Ontario accessible will benefit all.

Interview Video Assignment Specifics

Students will be required to complete these 3 components:

  1. Preparation post
  2. Interview
  3. Reflection post
  1. Preparation Post
    For the preparation post, discuss at least the following:

    • the interview specifics: who you’ll be interviewing (first names only are just fine), where, when, and why you are interviewing this person
    • how you plan to use your knowledge of the AODA legislation, course modules (online or in class), disability models, terminology, etc. to approach the interview
    • the main topics you hope to cover in the interview (no questions needed, just topics)

    Students should submit their preparation post in the Preparation Post Dropbox before the interview in order to receive feedback.

    The post can be a video reflection, a document (point form), etc., no longer than a page. See rubric for more information on grading.

  2. Interview Video Specifics
    Students are asked to interview a member of the disability community. Students may choose any individual they would like to interview, as long as the individual is comfortable discussing their disability. If students are struggling with finding a willing participant, please speak with your teacher for a list of possible candidates.Interviews should be 3-5 minutes in length, highlighting the disability and supported by the lessons learned to date (see class and online modules as well as rubric for more information).Students should be aware of their terminology, language, legislation, disability models, etc. Students should reflect through the interview questions, the information they have learned thus far. The interview should be clear that the video is not just about the person you are interviewing, but rather, through them you will be demonstrating your knowledge of the important issues we have been discussing in class, in our discussions online, etc.The interview should take into consideration descriptive audio.The final video must:

    • Be no longer than 6 minutes long (including opening and closing credits)
    • Include a list of closing credits that includes:
        • References for additional video footage if used: title, date, and URL
        • Reference for audio used: artist, date, title, and creative commons license that was originally applied to it.
    • Contain a Creative Commons License (opens new window) if required

    To submit:

    • Upload the video to YouTube
    • Place a complete meaningful title of your video in the form field when uploading the video
    • For the purpose of this assignment the video can be set to UNLISTED (where you can send invitations)
    • Share the link through the Interview Video Dropbox folder

    Please see the rubric as part of the grading criteria.

  3. 3. Reflection Post
    For the reflection post, discuss at least the following:

    • how the interview was similar and / or different from your expectations
    • what you learned, what questions you still have, did any of your pre-conceived stereotypes or ideas change?
    • what was successful about the way the interview ran and what you might have done differently

    Student should submit their reflection post to the Reflection Post Dropbox after the interview takes place.

    The post can be a video reflection, a podcast reflection, a document (point form), etc., no longer than a page. See rubric for more information on grading.

Create journalism content using Universal Design which will be accessible in all formats including digital audio, video, and print media, and web content. Articulate the disability perspective through integrated learning opportunities applicable to the field of journalism. Identify the principles and practices of pertinent legislation and standard Web guidelines. Demonstrate the appropriate professionalism.

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