TPP 4265 Camera Acting Tuesday/Thursday – 2:30 – 5
Theater acting is an operation with a scalpel, movie acting is an operation with a laser. Michael Caine Professor - Be Boyd Office - 223 Phone – Mobile 321-439-2614 Email - [email protected] Office Hours – Due to COVID, we are not allowed to hold office hours in our office IF they do not have the required six feet for social distancing. My office does not meet the special requirement for COVID, therefore, I will be available through zoom, facetime, email and the phone during the following hours. • Mon – 12- 2:30, Wed – 12 – 2 or by appointment on Friday • If you have need to meet with me for more than 15 minutes, we can set up a zoom meeting fairly quickly. If possible try to set them up the night before. o If not, try to contact me as early in the morning as possible on the day you need the meeting so we can set up a zoom meeting later during that same day. • If it is a quick meeting, we can facetime or talk over the phone
UCF Academic Links • Academic Calendar Link: https://calendar.ucf.edu/2020/fall/no-classes • UCF library link: https://library.ucf.edu/TPP 4265C - Camera Acting • Credit Hours: 3 Class Hours: 3 Lab and Field Work Hours: 2 Contact Hours: 5 Prerequisite(s): None. Corequisite(s): None. Prerequisite(s) or Corequisite(s): “C” (2.0) or better in TPP 4140C
COURSE DESCRIPTION This course will cover three major areas: • Developing and/or advancing basic screen acting skills including playing for various camera shots and angles, continuity, teleprompter, reaction shots, self-taping, etc • Performing for television and film styles (i.e primetime drama, sitcom, romantic comedy, reality tv, horror, action) and skills for auditioning for film/television/media • Developing an appreciation for some very basic behind the camera work by developing a production project through iphone, android and/or zoom.
Course Goals and Student Learning Outcomes:
• Demonstrate a comfortable camera presence - to learn to be intimate, personal and specific for the camera • Develop actors’ skills with on-camera blocking (camera angles), business, subtext, and reactions • Develop and demonstrate an understanding of performing the various styles for film and television (i.e. commercials, sit com, primetime, reality TV, popular film styles, mockumentary, etc.) • To develop critical on-camera auditioning technique and performance evaluation skills both live and online submissions.
Class Approach Due to Covid
• Due to Covid – we will have a blendflex class, meaning that we will meet mostly on zoom with some limited face to face. Because camera work requires your face, we will be using your current residence kind of like a home studio through zoom as well as recording/uploading from your phone. • If safety becomes a concern, we will move to an all zoom format. • I will give you a heads up when we meet on campus. • I will try to keep you informed on a daily basis as to where we will convene. Develop a habit of checking both Facebook and/or email late at night or early in the morning in case an emergency arises. I will try to make announcements as ahead of time as possible. If you do not live close to UCF, let me know so I am aware of how much time it takes to travel here for you. • Because we will be working through zoom we are going to try to use the function for participants to record. I would like for you to get in the habit of recording your zoom work during class.
Camera Acting Handout
• There is a Camera Acting Handout attached to this email. The handout contains important material such as: camera acting terms, websites that describe the process for self-taping, descriptions and images of basic camera shots and angles, a basic description of how to create a storyboard for directing a film shoot, Television and Film Genres and how to approach continuity and creating a webseries. You are responsible for knowing the material on the handout as well as the material from the class.
• I don’t forsee a time when we will be using the cameras in the department to film as that is currently a safety risk. However, in the event that regulations loosen up, please see the following:
o ***Students are required to bring your own SD card to class every day to have a record of your work. You will need at least two SD cards (perhaps more). As you will download, assess and edit your own work, you will not be allowed to use another classmates SD card. You will need the SDHC or SD card 32GB.
Recommended Reading Acting in Film, Michael Caine, Applause Theatre Book Publishers ISBN: 9781557832771
Acting for the Camera, Tony Barr, Harper & Row Publishers, ISBN:0-06- 055009-0
MAJOR ASSIGNMENTS and WEEKLY SCHEDULE
I. Uploaded Link for On Camera In Class Exercises and Written Observation II. On Camera Exercises and Basic On Camera Skills III. TV, Film Styles and Mock Auditions IV. Create Your Own Short Webseries (Three Webisodes)
****Due to COVID, the instructor reserves the right to adjust the syllabus as needed.
Week 1 – 4 – August 24–September 19
I. UpLoaded Link for On Camera In Class Exercises and Written Observation– 100pts each
• You will have daily on camera exercises that will be filmed and recorded through zoom or your phone. You will view and assess your growth from week to week. • Once you have viewed your work, you will write an observation paragraph responding to your work on camera. You will create a link and upload the link of the on camera work from the previous weeks AND send in your written observation all through knights email. For example: the first week of class we will have exercises for two days of class. You will use these and other in class exercises to access. You should choose 3 different exercises for your submission and written observation.
• There will be a specific focus for the on camera exercises each day/week of class - your written paragraph should reflect the observation of your on camera work based on the particular goals of the class for the week, in class discoveries, class discussions and the feedback you have been given. Discuss your growth from exercise to exercise and the challenges you are working through • Once your compilation is complete, you should create a link you can send them both to Professor Boyd (you can create links for youtube, etc) to her UCF email address, not webcourses. Your observation should be between 100 and 150 words for each clip/exercise.
Due dates:
• Sunday Sept 6 by 8pm – Link and Written Observation • Sunday Sept 20 by 8pm - Link and Written Observation
• Sample of Written Observations
• Clip #1: Close scene Okay! This looked more natural than it felt when I was running the lines on my own. My face did seem to be at somewhat of an odd angle. The times when I was fully invested where much more interesting. There were times here and there where I could see myself lean into actor listening, and then lean back into character listening. So now, I need to figure out how to stay all-in all the time! My mouth was open for a lot of the scene, and I think that is because of the training we have gotten to get better breath. But, here, I probably don’t need to do that! • Clip #2: Close scene This take was much better, the first one seemed like a warm-up, because in this one, my lines and POV were more specific. This clip wasn’t the full scene just so I could see the difference when my face is slightly angled down and when it’s at a good angle. That truly does make such a difference! • Clip #3: Reader My head was angled down a bit again, and it makes a difference! But this time, I really paid attention to listening throughout XXXX line to have what she said fuel the way I said my next lines, and one line that I was have trouble finding an honest way to say, felt totally natural this time! Hooray! A success! • Also, after watching this clip I realized it was the one where XXXXX was farther away, and I think I was able to still maintain some intimacy. I still have some theatre-voice tendencies, but I’m getting simpler and more precise in my POV.
• 2.On Camera Exercises- 100pts each
o This course is experiential. Much of the learning will happen in class as you explore techniques and exercises needed to adapt to the craft of acting for the camera. You will participate in a series of exercises (some non scripted, some scripted) for self- discovery to answer, identify, confirm and practice the following: Who am I on camera? What is my on-camera presence? What do I need to change/shift to become camera friendly? Single camera. • You will be assessed on: o Preparation of Assignment or Exercise o Development and Demonstration of Talking, Listening and Responding o Continued Development and Demonstration of your on-camera presence/ personality o Demonstration of addressing the feedback received during the exercises and assignments o Demonstration of growth in developing an effective camera presence that is truthful to the style o How you approach and receive adjustments
• As we move toward scripted Material you will be assessed on: o Preparation of Assignment/Exercise o Demonstration of clear interpretation of content in script/scene and navigation of copy/script o Demonstration of Clarity in Point of View o Demonstration of Character/Personality/Relationship in script/scene o Demonstration of Specificity of style o Demonstration of Vocal and Physical Choices for style o Demonstration of Continuity o Demonstration of adjustments for Camera angles/shots
3. One Short Web Series with 3 webisodes. Each webisode will be 5 minutes each for a total of 15 minutes of camera time – 200pts
• You will create a webisode starring “you.” (See ideas for webseries and how to create a script at at the end of major assignments section. See steps for developing a webseries and how to create a youtube channel for your webseries in the camera acting handout.) o A web series is a series of scripted or non-scripted online videos, generally in episodic form. A single instance of a web series program is called an episode or "webisode." Ideas include: music and dance, make- up, do it yourself, travel, beauty, fashion, cooking, comedy skits, character driven pieces.
o Each step of the developmental process for creating your webseries, i.e. logline, outline, script/story, storyboarding, filming needs and ideas (whether you will film on your computer, phone, virtual or real background, sound, etc) and uploading it to youtube or a playable platform, will be discussed with me and feedback will be given to move you through the process. I will function as a “producer” for your webseries.
o Please be aware that as you submit assignments for this process, you may be asked to resubmit or adjust the submission or assignment to improve your final product.
• Tuesday Sept 8 by 8pm– Turn in 3 separate log lines. One for each webisode. o A log line is a one or two sentence description of a film project that is designed to show the elements that comprise the interesting essence of the plot. It should mention those few elements in the story that will make an audience want to see the film/tv show. In other words, it’s what makes you interested in the film.
• Suggestion: start today jotting down ideas for the webseries. Keep your ideas in the same place (your phone or in a notebook) and everytime you think of either an initial idea for the webisode or something that can go in the script (something you say or do or something someone else does) – jot it down so you don’t forget it.
• Sample Loglines
PULP FICTION
The lives of two mob hit men, a boxer, a gangster's wife, and a pair of diner bandits intertwine in four tales of violence and redemption.
FOREST GUMP
Forrest Gump, while not intelligent, has accidentally been present at many historic moments, but his true love, Jenny Curran, eludes him.
THE MATRIX
A computer hacker learns from mysterious rebels about the true nature of his reality and his role in the war against its controllers.
SILENCE OF THE LAMBS
A young F.B.I. cadet must confide in an incarcerated and manipulative killer to receive his help on catching another serial killer who skins his victims.
Week 5 – 8 – September 19– October 17
1. Turn in Idea and Outline for each Webisode (3 outlines total) 200pts– Sept 24 by 8pm
• Fleshing out the loglines by creating outlines for each logline. This is the second step toward the development of your script/story for each webisode.
2. Turn in a rough draft of the script/monolgogue for each webisode. 200pts– October 6, by 8pm
• As previously stated, the steps for creating a script are listed below. Since the webisode is only you and no other actors, you are essentially creating three 5 mintue monologues for your webseries. • How many words is a 5-minute monologue? Approximately 750 words • It might be helpful to compare it to our typical season auditons - they are usually 3 minutes long, so you are essentially talking, or there is action, for 2 additional minutes beyond our season auditons for each webisode.
3. Continue On Camera Exercises and Continue Uploads and Observation – 100pts each
Due Dates for uploads and observations • Sunday October 4 by 8pm • Sunday October 18 by 8pm. • Beyond October 18, you will be given due dates based on completion of each assignment segment
4. TVand Film Styles and Mock Auditions – 100pts • During the semester you will be exposed to each area covered for TV and Film Roles. Once we move through each style, we will have a short series of mock auditions.
You will be assessed on: • Response and Attitude Toward Feedback • Preparation of Assignment/Exercise • Demonstration of clear interpretation of content in script/scene and navigation of copy/script • Demonstration of Clarity in Point of View • Demonstration of Character/Personality/Relationship in script/scene • Demonstration of Specificity of style • Demonstration of Vocal and Physical Choices for style • Demonstration of Continuity • Demonstration of adjustments for Camera angles/shots
Week 9 – 12 – October 19 - November 8
1.Begin Filming and submission of Webisodes – 200pts for each webisode.
• You can start playing around with the filming of your webisodes as soon as your ideas are approved. You don’t have to wait til these dates below. The dates below are the latest time they should be submitted to me.
• Turn in rough filming of first five minute webisode - Submit Sunday October 25 by 8pm • Turn in rough filming of second five minute webisode - Submit Sunday November 1 by 8pm • Turn in rough filming of third five minute webisode – Submit Sunday November 8 by 8pm
Week 12 – 15 –November 8–December 4
Final Filming and Submission of Final 3 Webisodes • Due Tuesday December 8 by 8pm o This is the final for the class and is worth 400pts. o At this time you should turn in a link for a polished video for each webisode that has been uploaded to uptube (you can make the link private for my viewing only) Should include intro and graphics throughout the video Should include sound Should include wardrobe, set and props that support your idea Should not have consistent blips or errors in the acting of the monogloue Should demonstrate the material you have learned in class
Additional Assessment for Final Webseries Submission and Final Grade for Class: o Preparation of Assignment or Exercise o Development and Demonstration of Talking, Listening and Responding o Continued Development and Demonstration of your on-camera presence/ personality o Demonstration of addressing the feedback received during the exercises and assignments o Demonstration of growth in developing an effective camera presence that is truthful to the style o How you approach and receive adjustments o Preparation of Assignment/Exercise o Demonstration of clear interpretation of content in script/scene and navigation of copy/script o Demonstration of Clarity in Point of View o Demonstration of Character/Personality/Relationship in script/scene o Demonstration of Specificity of style o Demonstration of Vocal and Physical Choices for style o Demonstration of Continuity o Demonstration of adjustments for Camera angles/shots
CLASS ROOM BEHAVIOR AND GRADING
ATTENDANCE
• Acting training is a progressive process. Do not miss class unless you have been exposed to Covid, have a fever or are contagious in any way. If possible, please provide documentation for illness. • You will be given a daily participation grade. (Participation is defined as daily: in class exercises and assignments, participation in productive discussion, constructive and professional feedback for your classmates that is based on in class technique.) • Unless you have been exposed to Covid and must quarantine, are running a fever or otherwise contagious, repeated absences or tardiness will result in a lowering of your final grade for the class. • Participating in a show is not a valid excuse for missing class or lack of preparation for an assignment.
Instruction / Content
• The class will include screenplays and materials which may express adult or controversial themes as well as strong language. • You must inform the instructor during the first week of class if you have any physical challenges or otherwise that might impede your full participation and development of in class work. No need to go into details, just basic information to help the instructor understand your parameters and to set you up for success in the class. • It is imperative that we treat each other with respect in the class. Respect includes: feedback that is constructive, a working relationship that is collaborative and an environment that promotes professionalism and focus on everyone’s success. If you have a communication challenge with a colleague or colleagues in the class, please discuss the challenge with your professor. Remember, the ultimate goal is classroom success, respect and collaboration.
Grading
All work will be based on a 100pt grading scale (See specific points for each assignment). Your overall grade for the class will be based on the accumulation of points for the following areas:
• Major Assignments (see weekly schedule) • Possible Quizzes • Participation in daily assignments and exercises • Assignment deadlines and punctuality • Willingness and Consistency when rehearsing with partners outside of the scheduled class time • Professionalism (including attitude toward criticism, and respect for fellow classmates, collaboration)
Grading Scale 95 – 100 /A 83 – 80/ B- 69 - 67/ D+ 94 – 90 / A- 79 – 77/ C+ 66 - 64/ D 89 - 87 / B+ 76 - 74/ C 63 - 60/ D- 86 – 84/ B 73 – 70/ C- Below 60/ F
Developing Your Webseries
Free editing software https://www.shopify.com/blog/best-free-video-editing-software
Webisode – Creating the Script
Coming up with an Idea
• What is uniquely you? What could you talk about, what activity could you do for more than 3 minutes straight? What problems do you want to solve? What “how to” do you want to share? What ideas do you want to present to the public? Who do you want to speak to Or Give advice to? Do you have life stories you can share? • Do you want to write comedy? Great! Then think about the funny moments from your own life and consider how you can flesh out short webisodes that are not only personal, but connect with as large of an audience as possible • Do you sing? Dance? • Who is your target audience? What is the tone you want to create? • Start with a world you know.
The Logline
A strong logline will clearly and impactfully illustrate your web series in a straightforward, no-nonsense way. A strong logline serves as your elevator pitch so you can clearly and quickly articulate what your web series is about; it’s important when communicating your vision to cast, crew, locations, potential investors. It’s best to show you some examples including:
• Her Story: “A six-episode web series about two transgender women who explore love and dating while living in Los Angeles.” • Between Two Ferns with Zach Galifianakis: “A mock-interview series in which Zach Galifianakis interviews real celebrities in the most absurd and awkward way possible as if on a public access style TV show.” • The Line: “Fans of a fictitious movie called FutureSpace get in line 11 days before the film opens and interact with all of the off-beat and nerdy characters who jockey for position to be the first to see the movie.”
It will help to write a mini logline for each episode as well.
The Outline
Each episode or webisode should be fleshed out with 3 to 5 sentences about what each one will be about including characters, setting, and plot. Do not get too detailed and do not over-write the explanations.
Each brief paragraph should simply show the development and cohesiveness of the entire series so that everyone – from executives to cast – understand the overall story arc of the series.
It would also be beneficial to you to really research and study successful series’ outlines.
Script
Remember the basic rules of a good story, a clear beginning, middle and end.
Although pacing varies, a 5-minute speech is roughly 750 words. The average person speaks about 125-150 words per minute—meaning 5 minutes of talking would entail about 625-750 words. That's about the typical length of a blog article!
IDEAS FOR WEBISODES
1.COMEDY/SKIT
YouTubers specializing in comedy are known for poking fun at everyday human problems, creating original skits and characters, and publishing content intended to make people laugh.Comedy YouTubers usually separate content according to topic. Depending on their preferred style they may discuss a topic in a humorous way for viewers, or assume an original character.
2. BEAUTY Beauty YouTubers are well known for their expertise on the subjects of makeup and skincare. As trendsetters within the beauty industry, they often set a precedent for what brands and products will be most popular. Whether performing a makeup tutorial or explaining their skincare routine to viewers, these creators appeal to beauty novices and enthusiasts alike. Many beauty YouTubers are self-taught, and audiences value their makeup skills and candid opinions of the latest products. Several have leveraged their YouTube success to fuel entrepreneurial endeavors.
3. GAMING YouTube has become a popular gathering place for video game enthusiasts, leading to the rise of the gaming YouTuber type. As their title suggests, gaming YouTubers are those that create content focused on video games. They help viewers improve their skills and provide entertainment to a gaming-focused audience. The video format most commonly produced by gaming YouTubers is the let’s play video. This is when a YouTuber records their screen while playing a video game and provides additional commentary.
4. TECH Unlike other types of YouTubers who might share their personal life with viewers, tech YouTubers build their following on the basis of one subject: technology. Frequently these creators publish unboxing videos and product reviews and tell audiences what they like and dislike about particular features.Tech YouTubers also have a strong eye for detail. Their knowledge of technology allows them to compare new technology to previous models and make critical judgments on the value of upgrades.
5. FAMILY Family YouTubers are best known for sharing the joys and challenges associated with raising a family. Parents typically run family channels and post videos in the form of vlogs, which depict daily moments from a first-person perspective.In comparison to traditional daily vloggers, family YouTubers vlog through the specific lense of raising children. Videos are often structured around milestones such as a child’s first steps or first day of school.
6.LIFESTYLE YouTubers not defined by a specific niche often fall into the lifestyle category. These creators disclose information from their personal lives, discuss current events, and share their interests with viewers. Lifestyle YouTubers tend to be highly immersed in the YouTube community. They regularly collaborate with other YouTubers and also publish challenge videos and vlogs.The most successful lifestyle YouTubers have outgoing personalities and are easy to relate to.
7. FASHION YouTubers that fit within the fashion category specialize in clothing and accessories. The most successful come to the platform with a strong sense of style and an eye for upcoming trends. Oftentimes, fashion YouTubers create content in line with their personal style, such as classic, eclectic, or modern. All create lookbooks, which are videos showcasing outfits, and haul videos, in which they share their most recent clothing and accessories purchases.
8. DO IT YOURSELF Known for their creativity and frugality, DIY YouTubers teach viewers how to make customized items instead of buying them ready-made. A DIY video might teach audiences how to embellish their jeans, decorate their phone case, or revamp their bedroom.Frequently, this type of YouTuber publishes videos on the topics of interior design, fashion, and special occasions. For instance, they might help viewers prepare for Halloween by providing a festive recipe tutorial and a decoration tutorial.
9. TRAVEL As YouTube has grown the platform has become a hub for first-hand travel and adventure knowledge. Previously, individuals relied primarily on websites and books to plan vacations. Today, travel YouTubers bring viewers on their adventures and lend helpful travel recommendations along the way. Typically, travel YouTubers divide their content according to location or attraction. Depending on the creator they might present their travel experiences through highlight videos or through detailed vlogs..
10. HEALTH & FITNESS Health and fitness YouTubers detail their workout routines and diets for audiences in an effort to inspire others to lead a healthier lifestyle. Some post full-length workout videos that viewers can take with them to the gym or complete in the comfort in their own home. Others post short clips that guide viewers through quick workouts or new exercises.Top health and fitness YouTubers maintain millions of subscribers. Some share their personal health journeys in great detail with viewers, while others stick to recipe tutorials and workout routines.
11. VLOGGERS Daily vloggers are some of the most consistent creators on YouTube, publishing a video every day. This type of YouTuber uses two main camera angles to capture their daily life: one where the camera faces outward and another that’s selfie-style.Two characteristics are unique to this YouTuber type: (1) the ability to create a compelling storyline out of seemingly ordinary events and (2) the ability to provide engaging, improvised commentary as they film. The best daily vloggers feel like close friends.
12. COOKING For cooking connoisseurs and those just learning to cook, cooking YouTubers are an excellent source for new recipes. This type of YouTuber teaches viewers how to prepare meals through guided tutorials. Within the cooking genre, many YouTubers specialize in one specific cuisine or type of food. Rosanna Pansino, a creator with 9 million subscribers, shares a new baking video with her audience weekly. Other creators focus on easy to prepare meals, extravagant meals, or healthy meals exclusively.
13. LEARNING Learning YouTubers epitomize the democratization of knowledge made possible by the internet. Creators of this type educate viewers of all ages on a wide range of topics, including science, reading, foreign languages, and more.The video format used by learning YouTubers varies. Some perform tutorials in which they explain a concept while providing a demonstration. Others use animation to teach younger viewers the alphabet or to practice counting.
14. MUSIC & DANCE As their titles suggest, YouTube musicians, singer/songwriters, choreographers, and dancers all fall within the music and dance category. Those who specialize in music usually publish either covers of popular songs, original compositions, or a combination of both. Creatives in dance often share choreographed routines and dance tutorials.YouTube has launched the careers of many stars and has become a destination for discovering new talent. Numerous music and dance creators have used their YouTube acclaim specifically to launch careers in traditional creative industries.
15. PRANKS/CHALLENGES Creators that specialize in pranks and/or challenges shock and humor audiences. Prank YouTubers do so by tricking friends and bystanders. Challenge YouTubers attempt daring feats, like eating unusual foods.Prank/challenge videos are often the most watched and shared videos on YouTube. This kind of YouTuber publishes content that appeals to people of all ages and backgrounds.
16. DESIGN/ART Just as animation YouTubers have found their place on the platform, creators specializing in design and art have as well. Design/art YouTubers are those who create videos showcasing their art expertise and help others to improve their artistic skills. Creators within the group explore many different mediums, including traditional drawing, digital drawing, graphic design, and painting. Artists on YouTube often publish tutorials, challenge videos, and collaborations with other artists. Some also review the latest art supplies and provide product recommendations to viewers.
17. SPORTS YouTube hosts a collection of professional sports highlights, hilarious sports blunders, and even motivational sports videos. Creators within the sports category celebrate the topic of athletics, and either post videos focused on a specific sport or many. If a sports YouTuber focuses on a single sport, content might include product reviews and skill tutorials. Other channels incorporate multiple sports by guest starring professional athletes and performing trick shots and challenges.
18. ASMR Autonomous Sensory Meridian Response (ASMR) YouTubers make up one of the fastest growing YouTube niches. The term ASMR specifically refers to a physical sensation similar to someone lightly running their fingertips over your skin. These creators use soothing sounds and imagery to relax viewers.ASMR YouTubers create videos around a variety of topics. Some publish traditional hauls or product reviews with special attention paid to sound and imagery. Others develop characters or perform skits for viewers.
19. ANIMATION Animation YouTubers create entire stories using self-made digital images and dialogue.Animation YouTubers primarily publish short videos that each depict a story. They are also known for reviewing digital drawing products and posting drawing tutorials.
20. CONSPIRACY YouTubers that fit within the conspiracy genre provide explanations for events and situations that aren’t widely believed. These creators typically publish videos focused on celebrities, historical events, movies, or physical destinations.Conspiracy YouTube videos come in a variety of formats. Usually, creators sit in front of the camera and speak to viewers directly. Images and sourced video content are typically included to provide further context for the conspiracy being discussed.
UCF Core Statements and Links
UCF Statement for COVID 19 University-Wide Face Covering Policy for Common Spaces and Face-to-Face Classes
To protect members of our community, everyone is required to wear a facial covering inside all common spaces including classrooms (https://policies.ucf.edu/documents/PolicyEmergencyCOVIDReturnPolicy.pdf. Students who choose not to wear facial coverings will be asked to leave the classroom by the instructor. If they refuse to leave the classroom or put on a facial covering, they may be considered disruptive (please see the Golden Rule for student behavior expectations). Faculty have the right to cancel class if the safety and well-being of class members are in jeopardy. Students will be responsible for the material that would have been covered in class as provided by the instructor.
Notifications in Case of Changes to Course Modality
Depending on the course of the pandemic during the semester, the university may make changes to the way classes are offered. If that happens, please look for announcements or messages in Webcourses@UCF or Knights email about changes specific to this course.
COVID-19 and Illness Notification
Students who believe they may have a COVID-19 diagnosis should contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place. Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19, have tested positive for COVID, or if anyone living in their residence has tested positive or is sick with COVID-19 symptoms. CDC guidance for COVID-19 symptoms is located here: (https://www.cdc.gov/coronavirus/2019- ncov/symptomstesting/symptoms.html)
Students should contact their instructor(s) as soon as possible if they miss class for any illness reason to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.
In Case of Faculty Illness
If the instructor falls ill during the semester, there may be changes to this course, including having a backup instructor take over the course. Please look for announcements or mail in Webcourses@UCF or Knights email for any alterations to this course.
Course Accessibility and Disability COVID-19 Supplemental Statement
Accommodations may need to be added or adjusted should this course shift from an on- campus to a remote format. Students with disabilities should speak with their instructor and should contact [email protected] to discuss specific accommodations for this or other courses.
Academic Integrity
Students should familiarize themselves with UCF’s Rules of Conduct at
1. Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating. 2. Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project. 3. Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc. 4. Falsifying or misrepresenting the student’s own academic work. 5. Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own. 6. Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor. 7. Helping another violate academic behavior standards.
For more information about Academic Integrity, consult the International Center for Academic Integrity
For more information about plagiarism and misuse of sources, see “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices”
Responses to Academic Dishonesty, Plagiarism, or Cheating Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule
Course Accessibility Statement
The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. Students with disabilities who need disability-related access in this course should contact the professor as soon as possible. Students should also connect with Student Accessibility Services (SAS)
Campus Safety Statement
Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.
• In case of an emergency, dial 911 for assistance. • Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at
Campus Safety Statement for Students in Online-Only Courses Though most emergency situations are primarily relevant to courses that meet in person, such incidents can also impact online students, either when they are on or near campus to participate in other courses or activities or when their course work is affected by off- campus emergencies. The following policies apply to courses in online modalities. • To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to
Students who represent the university in an authorized event or activity (for example, student-athletes) and who are unable to meet a course deadline due to a conflict with that event must provide the instructor with documentation in advance to arrange a make- up. No penalty will be applied. For more information, see the UCF policy at
Religious Observances
Students must notify their instructor in advance if they intend to miss class for a religious observance. For more information, see the UCF policy at
Deployed Active Duty Military Students
Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.
https://fctl.ucf.edu/teaching-resources/course-design/syllabus-statements/