location, location, location

For: Groups of Three
Difficulty: Beginner

Objective
Upon completion of this lesson, students will demonstrate the ability to properly locate an interview in the field as it relates to the subject matter.

Points to emphasize

  • Research prior to the interview so you know your subject’s interests or expertise.

  • Setting can add to meaning and make the interview feel more authentic.

Equipment: One camera, tripod, microphone, and headphones per group

Assignment

A team of two will be assigned to interview a third student, who is role-playing an interview subject as assigned by you. Assign the student playing the interview subject a “persona” that suggests several possible locations for the interview and let the reporter/photographer team decide where to shoot the final conversation.

Bonus: Give extra credit to the reporter who asks questions that relate to the mock persona assigned, and extra credit to the student staying in character as they portray the interview subject.

Possible personas to assign:

  • Car enthusiast who spends all his/her spare time modifying a vehicle

  • Football player who will lead the team into the playoffs

  • Student who just got the lead in the school musical

  • Orchestra student who received a top score in state competition

  • Student president of the book club

  • Student in charge of campus beautification

  • Office worker who helps with photo IDs

Requirements:

  • Make sure the framing of the interview does not distract, but adds to the video

  • Creative location that ties into the subject being discussed

  • Proper interview framing (eyes on third, talking space, two eyes, shooting from the mid-section or bust-up)

  • Light source is behind the camera

  • Interview subject looks at the reporter, not the camera

  • Voice is clearly heard via the external mic

  • Videographer monitors audio by wearing headphones throughout the interview, not just at the beginning

  • Before starting the formal part of the interview, the reporter asks the interview subject to say his/her name and spell it while recording

  • Reporter thanks the interview subject at the end

Suggestion for Teachers:  

Suggest to the students that in this case, framing might be a little wider than usual.  Allow for creativity.

NOTE: It is possible to break the grading down so you give points for the reporter and points for the videographer. Or you can give points to the entire team, and build a little teamwork along the way. (This is how we have generated our sample rubric.) We suggest taking time to watch and critique each of these short interviews in class, pausing the video to point out positive and negative results. It helps you establish a standard for your show when it comes to the technical part of interviewing.

 

Relevant Lessons:
Volume 2, Chapter 3: “Formal Interviews”