Based on the nature of lectures and a range of factors including classroom conditions, in the fall semester, Ritsumeikan University is offering three types of classes: (1) in-person classes, (2) blended in-person and online classes, and (3) online classes. In this series, we are showcasing the initiatives that our faculty and students have undertaken in response to this ongoing unprecedented situation.

For part two, we interviewed Professors Takashi Shinada and Yoshiyuki Matsumoto from the College of Image Arts and Sciences.

—I heard you held an online video screening in your Visual Production Practicum III class. What kind of class is Visual Production Practicum III?

Our first-year students take Visual Production Practicum I and II, which are core courses that cover the fundamentals of film production. Film Production Practicum III is an elective for second-year students in which they can actually make their own films based on what they have learned in the first two practicums. This year there are 69 students, and we divided them into 16 groups and had them create 3~5-minute videos on the topic of “balance.” In a typical year, each group would have around 15 students in it, but this year the groups were reduced to between two and six students to avoid crowding.

—How do you teach this class?

We used a combination of the Zoom webinar function and video-on-demand (VOD) for this class. In the past, we could give students advice on filming techniques and other things, but this was not possible in an online setting. First, we had students watch VOD lectures in which we provide them with detailed instructions on equipment and other topics. Then they created their videos and attended the webinar. Creating the VOD lectures within a limited amount of time was a lot of hard work for the faculty, but we think it was highly effective in encouraging student learning. Finally, we held an online viewing session for the 16 groups’completed videos. The instructors and students all attended, and prize-winning entries were selected.

—What did the students do for equipment?

The students used professional grade equipment to create their videos. These were delivered to each group along with guidelines based on the activity levels in the business continuity plan (BCP). Because there are images and sounds that smartphones cannot capture, we wanted to make sure our students had access to the proper equipment despite the pandemic. Since the quantity of professional equipment is limited and it is also used in other classes, we managed its use with a borrowing schedule and delivered equipment directly to the students to ensure they could use it to make their videos. Not to mention, the university covered the cost of delivery.

—What precautions did you give the students for making their videos?

First, to ensure our students could shoot with peace of mind, the eight faculty members in charge of this class sent a joint letter to the students to let them know that we would provide them with production support and answer any questions or concerns they had. We also worked with Educational Supporters (ES) and answered students’questions and consultation requests via manaba +R (the university’s cloud-based learning management system).
We also strived to avoid the Three Cs during production by having students use telescope lenses to film from a distance and staggering preparation times for art direction, lighting, and shooting. To date, the visual arts industry has emphasized face-to-face meetings to discuss and create projects, but going forward, we will need to continue using Zoom for meetings and avoiding the Three Cs in the production process. I think this experience will prove useful for our students once they enter the real world.