Documentary Proposal Draft

Rebecca
Final Project

1. In life I believe that we need to be aware of how connected we are to the Civil Rights movement and not take what our parents and grandparents stories are for granted.

My film will show this in action by exploring the experiencers of my interviewees before during and after the Civil Rights Movement.

The main conflict is between what we know of Civil Rights and what we don't know of our family members experiences and how it's affected us.

2. Although many want to believe that the Civil Rights movement has come and gone. We still have a fight to finish. I will interview people from different generations, showing how they remember Civil Rights and what they believe younger generations don't know.

3. The sequence actions will be in areas that the interviewees are comfortable; their homes, outdoors, ect.

The factual information will come from the interviewees.

The conflicts it evidences will be how little today's society remember about the movement and how it effects them directly, and the importance of recording the past.

The events will be structured in a linear manner of the interviewees life stories.

The sequences will contribute to the film as a whole by telling the history of Civil Rights through the eyes different generations and their perceptions of the events.

It will specifically contribute to the film's hypothesis that it is very important that we know this history, remember it, and record it for future generations.

I expect to get imagery that people can relate to; Grandparents, Parents, Siblings, ect.

4. Main Characters

Mr. Wiley (the before, beginning, after) He's the first generation.

Mrs. Jewell (the during, after) She's the second generation.

Various adults and young adults (the after) These are the third and forth generations.

None of the current characters are related.

5. Conflict

The characters will know that they are trying to inform people how close history is to them, and how important it is that they learn about they're relative's experiences from the movement.

Some of the opposition that may come up is "Why is it important that we remember or tell these stories since it's the past and we should move forward." They may not be willing to talk about certain events.

6. My intended audience will be those who experienced the movement, but assume that their children know what it was like; young adults who know little to no history of what their parents or grandparents went through, and believe it's not important; and teens who do not know that their grandparents or parents went through the Civil Rights movement.

I expect my audience to know of the movement, but either have no desire to speak about it or know little about the experiences.

The audience biases will be that the stories are nothing new; questioning why it is important to know their family's stories; surprise that their loved ones directly experienced the movement and that it's a continued fight; and assuming their kids know about the Civil Rights movement.

People will see new truths of the movement because these will not be famous leaders or well known people.

7. To-Camera Interviews

Metaphoric roles will be Past (Before), Present (During), Future (After).

8. Most of the time allocated will be on Mr. Wiley and Mrs. Jewell since they directly experienced the movement; with the younger generation summing up the last part.

There will not parallel story telling unless their are certain events that the characters have experienced directly.

9. The lighting will be natural and indoor lighting.

Camera handling will be stationary so that the focus is on the interviewees.

10. The resolution will establish how important it is to record our relatives experiences. However, it could show how hard it is for them to remember certain events in their life due to age or how traumatic the experiences were.