Best+Practice+Fair+Use+Documentry+Videos

The purpose of this in-service is a follow-up to previous in-service topics about fair use with online videos. It is to introduce secondary participants specifically to updated concepts of about fair use when making documentary films and secondarily with online videos. The tools, from Center for Social Media, include PowerPoints with lecture notes, guidelines for in-class discussions and exercises, assignments and grading rubrics. The Center for Social Media [] displays ways to use media as creative tools for public knowledge and action. It focuses on social documentary films and on the public media environment that supports civil society and democracy. In addition to hosting film festivals, conferences and working groups, it maintains a Web site that serves as a clearinghouse of resources for filmmakers, activists, and scholars. All materials are provided as fair use by the Center for Social Media. Much of what is used for this in-service may be used for student units. There is a caution to make sure all videos and materials are appropriate for use by the given student population.
 * In-service ~ Fair Use / Part II **
 * Best Practice in Fair Use of Videos: Documentary Films **
 * I. General objectives **
 * A. Statement of in-service purpose **
 * B. **** Upon completion of the component, all participants will be able to **
 * 1) Create a short documentary video showing understanding of fair use
 * 2) Expand teaching units on fair use when making documentary films and online videos, using demonstration and discovery approaches
 * II. Standards for students and participants **
 * Aligned with **[|**ISTE NETS for participants**]
 * // 4. Promote and Model Digital Citizenship and Responsibility ~ Participants understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. //** A teacher who meets this standard should:


 * 1) Advocate, model, and teach safe, legal, and ethical use of digital information in an evolving digital culture and exhibit legal and ethical behavior in their professional practices


 * 1) Promote and model digital etiquette and responsible social interactions related to the use of technology and information


 * // 5. Engage in Professional Growth and Leadership ~ //****// Participants continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. //** A teacher who meets this standard should:


 * 1) Participate in local and global learning communities to explore creative applications of technology to improve student learning


 * 1) Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
 * 2) Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
 * Aligned with **[|**Alaska Student Standards for Technology**]
 * // D: Express Ideas and Exchange Information ~ A student should be able to use technology to express ideas and exchange information. //**// A student who meets the content standard should: //


 * 1) Convey ideas to a variety of audiences using publishing, multi- media, and communications tools


 * 1) Use communications technology to exchange ideas and information


 * 1) Use technology to explore new and innovative methods for interaction with others


 * // E: Use Technology Responsibly and Understand Impact ~ A student should be able to use technology responsibly and understand its impact on individuals and society. //**// A student who meets the content standard should: //


 * 1) Discriminate between responsible and irresponsible uses of technology;


 * 1) Respect others' rights of privacy in electronic environments;


 * 1) Demonstrate ethical and legal behavior regarding intellectual property, which is the manifestation of an original idea, such as computer software, music, or literature;

These experiences and activities will be conducted to assist the participant in achieving the specific objectives and gained competencies. There is the assumption that participants have completed previous in-services regarding fair use with online videos, and that they have the basic skills learned from previous in-services for creating short online videos.
 * III. Description of activities **
 * 1) Opening Discussions & Self-Assessment

PowerPoint: [] on fair use in documentary film
 * Lecture notes are provided with PP for large group presentation
 * Slide 3: link to “Remix Culture: The Early Years” video to start discussion
 * Have participants write down what they know about fair use with documentary videos
 * Review of copyright laws and issues
 * Defines fair use and its importance
 * 4 factors for applying fair use

Participants should be asked to read and discuss with partner (this could be requested before in-service time)
 * 1) Documentary Filmmaker’s Statement of Best Practices in Fair Use


 * 1) Continue PowerPoint from section A: [] on fair use in documentary film
 * Slide 13: Center for Social Media videos about the code
 * Specific Uses:
 * Slide 14: Video/social, political, or cultural critique
 * Slide 15: Video/illustration or example
 * Slide 16: Video/incidental use
 * Slide 17: Video/ memorialize, preserve, an experience, event or cultural phenomenon
 * Slide 18: Video/ launching a discussion
 * Slide 19: Video/recombining elements
 * Slide 20: Video/music
 * Common Fair Use Myths
 * Self-Assessment: “Remix Culture: The Early Years” video is watched again, with participants self-assessing their knowledge of fair use


 * 1) Review of Code of Best Practices for Fair Use in Online Video and Guide, [] is also available as a review; it has previously been used during an in-service, but may be beneficial for review or use with assignments and assessments.


 * 1) Fair Use Scenarios

Participants use Documentary Filmmaker’s Statement of Best Practices in Fair Use and “Yes, you can!” – Where You Don’t Even Need ‘Fair Use’. Responses could be written, but large group discussion may prove more beneficial.

Watch at least 2 of the 4 filmmaking scenarios where they are requested to determine whether they have a fair use right to use certain copyrighted footage, and if there are limits to that right.

1) Why is this video fair use? 2) What specific category of fair use does the video employ? 3) What arguments can you make for why this video is fair use?

Citizen King: []

Game Over: []

Giuliani Time: []

Merchants of Cool: []

F. Fair Use Analysis Assignment (for Documentary Film) Either partners or small groups, see if participants can 1) Identify which category each of the video clips falls under; and

2) Articulate why the video is fair use. Participants should use the reasoning from the Code, and make sure to cite specific examples from the video.

3) What did the video-makers do that transformed the material from its original context?

4) Have them give all arguments that they think explain why the video is fair use. Videos for this assignment:  The Same Answers: []  Xavier McCain: The Ramblings of a Politician: []  Tell Your Children: []  I Just Found the Internet: []  In peer, collaborative groups have participants complete the documentary film assessment. Peer evaluation could be used, along with facilitator evaluation.  Documentary Film (or Mashup) Assignment  Here are guidelines for a short video production assignment that requires participants to incorporate copyrighted material into a video and defend the decisions they make using the Documentary Filmmaker’s Statement of Best Practices in Fair Use. The assignment includes resources for where participants can find copyrighted material and how to go about downloading it, as well as a rubric for grading.
 * IV. Formative Evaluation **
 * Part One: Creation of documentary video showing appropriate fair use **

[|**Exemplars of Successful Fair Use in Documentary Film**] Filmmakers have been successfully employing fair use, even before the Statement of Best Practices clarified their common understandings. The Social Media Center provides some examples of uncontested choices for fair use. [|**Non-example of Fair Use in Documentary Film**] Elvis Presley Enters. Inc. v. passport Video, 2003. Passport Video's 16-part video documentary on Elvis Presley's life used much material from television appearances, music, and photographs. For instance, in this clip, the extended performance scene of Elvis Presley is unrelated to the interview voiceover. AGAINST USER. The court ruled against the makers, most importantly because most of the uses were non-transformative. The purpose the documentary put the clips to often "serves the same intrinsic entertainment value that is protected by Plaintiff's copyrights." In this clip, the extended performance scene of Elvis Presley is unrelated to the interview voiceover. [] The procedures used for follow-up should be described for component or skill requiring follow-up. The descriptors for reporting follow-up on in-service component knowledge can include:
 * Part Two: Participants show use of new skills in future unit/lesson with students. This can be via observation in the classroom, or by review of lesson plans. **
 * V. Plan **** for further action if needed **
 * Structured Interview with Participant
 * Structured Interview with Participant's Supervisor
 * Participant Oral Reflection
 * Participant Written Reflection
 * Participant Portfolio or Product