Nikki Dunsire

courses for nearly 15 years, I undertook the transformation of my customary 2-credit course into a 4-credit course, with the creation of the opening title sequence as its culminating project. This course was open to all University of Oregon students interested in participating and was designed to be both collaborative and competitive in nature. The production process encompassed various elements, including the creation of milestone documentation, budget allocation for production hours, and the formulation of a mock contract (for internal use only) to outline the project's expectations for World Athletic Productions.

 

Students approached this project as if they were operating in a professional setting, allowing them to gain invaluable real-world experience. Initially, my roles in this project were that of Instructor, Executive Producer and Collaborator.

 

For classes involving live clients, I believe in providing a safety net for students. Recognizing that students are still in the learning phase and not yet seasoned professionals, especially for a project of this magnitude, they should be afforded the freedom to make and learn from their mistakes. In this case, I stepped in and actively participated in the project alongside the students when there were indications that they might struggle to meet the final deadline. This intervention became particularly significant given that this was an introductory-level course.

 

At the halfway point of production, I introduced a twist, akin to the "Beat Bobby Flay" competition, once the rough cuts were submitted. The parameters were as follows:

• I would join the submissions and if World Athletic Productions opted to use my work, the prize money would go to the student runner-up, and we would then discuss the class's contributions and the progress made by the students as part of the promotion material.

• If a student's work was selected, effectively "beating their instructor," they would not only receive broadcast recognition and prize money but also a personal gift from me, along with bragging rights.

 

The overarching objective was to create a mutually beneficial scenario that added excitement to the competition and, ideally, eliminated the need for World Athletic Productions to generate the spot in-house if they weren't satisfied with the class's submissions. Consequently, my role evolved to encompass Instructor, Executive Producer, Collaborator and Production Artist. There were days when I was on zoom for nine or more hours providing feedback and collaborating on student projects, followed by late nights working on my own submission. It was exhausting but a total blast and I'd do it again in a heartbeat!

 

In the end, an impartial panel of reviewers assessed the entries using a point-based ranking system, yielding the following results:

1. Instructor (Dunsire)

2. Quinn (1 point behind)

3. Jake Savelich, Darrel Harrison, Madyson Arthur (all 2 points behind Quinn)

 

While I ranked at the top, it's worth noting that the students' submissions were truly remarkable, with the four individuals listed, closely trailing behind. Their work was outstanding, and although it entailed additional effort on my part, it resulted in the most favorable outcomes. This endeavor allowed me to engage with the students in a different capacity, acquire valuable content to enhance the overall course, and ultimately led to Quinn's project being selected for broadcast, as a student submission was always the goal. Most of these students had no prior experience in motion graphics, underscoring the significant success of this win-win opportunity.

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Below are SOME of the Project Specifications and General Parameters that the project had:

• Preferred Mood (client provided adjectives) & Footage:

  • Big bold graphics

  • Colorful

  • "Youthful vigor"

  • ​Energetic and highly paced

  • Lively and uplifting

  • Enticing the public to view the event

  • Sympathetic to die hard athletes

  • Attracting a younger demographic (20 somethings)