STORY PITCH 1: Metal smith and Jewelry Maker, Linnea Haas
SUBJECT: I want to write and document a story about an artist at the University of Oregon. She has been known for her interesting, exquisite art pieces. Linnea does a variety of artwork—from painting, to fibers, to jewelry—however, I want to focus on her jewelry making.
THEME: The underlying theme would be on the inner strength and technique that becoming an artist in this world takes—and the steps this student takes before coming into the real world after graduating. I would like to showcase the skill work and the patience that comes into metal smithing and jewelry making.
ANGLE: I plan to focus on Linnea preparing for her jewelry showcase—that occurs at the end of this term. I want to capture her starting from scratch to design and create this jewelry that will be shown off and sold. I will share her artistic skill work and talent.
STORY: This story will be told through Linnea’s hands and the craft she makes. It will begin with the raw materials and soon evolve as she uses her metal smith and jewelry making skills to create pieces. I will show her inside the studio hard at work, as well as at the end of term showcase where her pieces will be displayed alongside other talented artists’ works.
WHAT KIND OF STORY: I hope for this to be a story more focused on art and culture than anything else—highlighting the skill and talents of artistry. It will showcase Linnea’s particular skills in metal smith and jewelry making.
FIVE KEY SCENES AND THE POINTS THEY ILLUSTRATE:
1. Close up of Linnea’s hands. Why? I think that the hands of an artist are the most beautiful part about them. With those hands, they create masterpieces. I think it is important to show case Linnea’s hands as she is working on intricate metal and designs for her jewelry.
2. Inside the studio working on her designs. Why? It is necessary to see where the majority of the creating takes place. While she is known to do a lot of her work at home, most of the equipment needed is in the metal smith studio.
3. Taking a look at all of her previous work. Why? Every artist has a transformation of oneself and one’s art over time. It would be interesting to see some of Linnea’s past jewelry and art to see the transformation to the kinds she is making today.
4. Witnessing Linnea in everyday life. Why? There is not one particular thing that makes a person who they are. Linnea is not only a jewelry maker; she has other hobbies and interests that play a huge role into why she is such a good artist. For example, her compassion towards her pet cat, her passion for the fashion industry, and her love of cooking all help the personality necessary for an artist.
5. At the jewelry showcase. Why? This will tie the entire piece together when the artist will be able to share what they have been working on, and sell some of the designs to the public.
EQUIPMENT NEEDED: To create this multimedia production, I will need a video camera, camera, microphone, audio recorder, and tri-pod.
SOURCES: The main source will be Linnea, the artist. If possible, I would like to talk to one of her advisors or teachers who have worked alongside Linnea and see her talent and potential in the art world.
MARKET: The target audience will be those interested in the art and fashion world. People who appreciate this style will enjoy this story most of all.
QUALIFICATIONS: I am extremely interested in the art world. If I had not come to Oregon to pursue graphic design and advertising, I would have gone to art school. While I have never been too interested in creating jewelry myself, that style of art is fascinating to me—especially with how important of a role it plays in fashion and style. I know that I would be able to showcase this artist’s work, as well as them as an artist, in a professional, artistic manner.
PROBLEMS: Some problems could arise from this production. Linnea is extremely busy, and the majority of the times she works on her designs is late at night. I worry that the lighting might be difficult to work with. Also, I have heard that she might be hesitant to really open up, which would be a challenge for me, and I would really need to work on my interviewing skills.
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STORY PITCH 2: Educational Exploration’s Founder and Curriculum Director Barbara N. Miller and husband Billy Safier
SUBJECT: I want to write and document a story about a woman who founded Educational Explorations with her husband Billy Safier (a Certified Laughter Leader). I plan to focus on the importance of humor and laughter when teaching. Their company provides professional development to school districts—there are workshops, seminars, and courses to take part in.
THEME: The underlying theme would be the importance of exposing students to humor and reminding the teacher’s that even they need comic relief sometimes. Humor in the classroom is critical to creating a more comfortable atmosphere for all involved.
ANGLE: Keeping the storyline light and amusing, I plan to focus on the dedication Barbara and Billy have and constantly spend towards incorporating humor into education. Educational Explorations is aiming to provide strategies for student success, and humor is the strategy I will drive for.
STORY: I plan to tell this story by learning more about Educational Explorations and their emphasis on humor. Through interviewing the founders and those involved, as well as documenting and sitting in on workshops and seminars, I hope to fully understand the importance of humor in the classroom.
WHAT KIND OF STORY: I imagine this story to be lighthearted and real—humorous at times, but stressing the importance of education and the strategies that go into it. It will be in third person, because I would like to showcase the founders as much as possible, with less focus on myself.
FIVE KEY SCENES AND THE POINTS THEY ILLUSTRATE:
1. Close ups on the silly and comical props Barbara and Billy use. Why? To draw the viewers in to see rubber chickens, googley-eyed glasses, and joke books as an introduction to the humorous tone of the entire story.
2. Show Barbara and Billy presenting and teaching in a seminar or workshop. Why? By becoming involved in the entire process of Educational Explorations, the viewer will begin to understand what the point of their company even is. Seeing the interaction between teacher and students and the use of humor in the curriculum, will strengthen the story as a whole.
3. Time spent in the Educational Explorations office. Why? Going back to where it starts, in the offices, hopefully able to capture the comfortable, lighthearted atmosphere of the company. See where the thinking and planning happens before they take it back to the seminars and workshops to teach and share with others.
4. Others who contribute to these teachings, as well as those who partake in the learning of these workshops and courses. Why? Find out what is important to those involved in this process. Discover the personalities, and the take-away, from those who participate in the courses.
5. A close up on the relationship between Barbara and Billy outside of the Educational Explorations. Why? They were high school sweethearts, therefore have known each other for a very long time. Their relationship and comfort level with one another plays into why they began this company and why they stress humor in the classroom.
EQUIPMENT NEEDED: To create this multimedia production, I will need a video camera, camera, audio recorder, microphone, and tri-pod.
SOURCES: My main sources would be Barbara and Billy, the founders of Educational Explorations, as well as those who partake in the seminars and those who work alongside Barbara and Billy.
MARKET: Those interested in the education world and incorporating humor into the classroom would be interested in this story.
QUALIFICATIONS: I’m qualified to write this story, because I have some connections to the educational world. I interned with COSA (Confederation of Oregon School Administrators) during the summer and was introduced to this couple during that time. My mother is also a super intendant of a school district, so I am familiar with much of the way the educational world works. Also, I have a sense of humor and support much of their ideals in regards to the way teaching should occur.
PROBLEMS: The main problem I will face is that Barbara and Billy are unable to meet with me or accommodate to me wanting to write a story about them and their work. I have emailed them twice and have yet to hear back. Our schedules could possibly clash—or there could not be any more workshops or seminars this term.
