We’ll start with a general introduction to our AR/VR journey that includes a general overview of the class. We also look at 360 video, what it is, what it captures, how it’s different and how it helps us to re-conceptualize space. We’ll also talk about how we have to work in 360 to capture an immersive story.
- Understand why non-fiction storytellers should care about immersive media
- Understand the scope of immersive recording, distribution and playback for non-fiction interactive storytelling
- Define an immersive story
Ask them to define Immersive story
Experience it solo
Discuss in small groups
Re-adjust their definition of an immersive story
Look at scope of possibilities (show all the things the class will cover, in brief) and examples of how news organizations, documentary storytellers and others (eg non-profits, cultural institutions, movie studios, games(?)) have used these tools.
Create 360 a photo on their phone using Google Street View. (VIDEO tutorial)
In-class Exercise/Activity for Small Groups
[See slides 24 & 25 here for an example of how we walk students through watching an immersive story]
Choose an immersive story (see resources for examples)
Watch it solo (google cardboard)
Break into small groups
Come back and readjust the definition.
Experience and discuss an immersive story you’ve seen
Excerpt from: Crafting Stories for Virtual Reality by Melissa Bosworth and Lakshmi Sarah
Qs To start the session and discuss the ideas that students are bringing with them to the class:
How does this technology see the world?
How is it different from the way other forms of media see the world?
Qs in response to watching a 360 video:
What’s unique or special about this?
What specifically worked and what did not work so well?
How would you characterize your experience ?
Qs to end the class, looking forward and reflecting:
Why does emerging visual journalism tech matter?
Why does it matter now?
End of lesson feedback
3-2-1 (3 takeaways, 2 questions, 1 thing they enjoyed)