Zaki Gordon Filmmaking - Yavapai College Gordon Institute for Independent Filmmaking 7 B. Student...

Zaki Gordon Institute

for Independent Filmmaking

Academic Program Review

The Office of Academic Affairs

The Office of Institutional Research

Spring 2005

Zaki Gordon Institute for Independent Filmmaking 2

Spring 2005

Zaki Gordon Institute for Independent Filmmaking

Academic Program Review

Committee Members Stephan Schultze, Chair

Sherry Richard, Former student Alice Burroughs, Administrative Assistant Sedona Center

Bryan Reinhart, Documentary Instructor, Zaki Gordon Institute Roy Travor, Graphic Arts, Prescott Howard Baral, Film industry advisor

The Office of Academic Affairs

Dr. Utpal Goswami, VP Academic Affairs Tom Schumacher, Executive Dean, Verde Valley Campus

The Office of Institutional Research

Tom Hughes, Director Diane Mazmanian, Senior Research Analyst Sandra Thurman-Jackson, Research Analyst

Spring 2005


TABLE OF CONTENTS

A. INTRODUCTION: MISSION, HISTORY AND FUTURE TRENDS 5 Mission: 5 Historical Overview: 5 Major Milestone: 5

B. STUDENT PROFILE 7

C. CURRICULUM ANALYSIS 8 Community Learning and Benefit: 8 Content and Course bank: 8 Future Programs: 9 Future Staffing: 12 Syllabi Review: 14 In-Class Assessment: 15

D. FACULTY AND PERSONNEL 15 Personnel: 15 Professional Development: 16 Service and Contributions: 16 Support from Other Areas: 17

E. PHYSICAL RESOURCES 17 Facilities, Equipment, Materials: 17 Financial Resources: 18

F. ADVISORY BOARD AND PARTNERSHIPS 18 Advisory Board/Committee: 18 Partners: 19

G. GENERAL OUTCOMES 20 Retention: 20 Grades: 20

H. STRENGTHS AND CONCERNS 21 Strengths: 21 Weaknesses: 21

I. FUTURE TRENDS 21 Look towards the future: 21 Workforce Development: 21

J. RECOMMENDATIONS 21

K. ACTION PLAN: 22


APPENDIXES 23 Appendix A - Historical Perspective 23-24

Appendix B - Program Profitability 25

Appendix C - Yavapai College Digital Filmmaking Graduates 26 Appendix D - DFM Program Demographics 27

Appendix E - Sedona International Film Festival & Workshop 28-29 Appendix F - Video Distribution Trends 30-31 Appendix G - Economic Impact Findings 32-33 Appendix H - Kodak Corporation 34-37


ZAKI GORDON INSTITUTE FOR INDEPENDENT FILMMAKING PROGRAM REVIEW A. Introduction: Mission, History and Future Trends Mission: The Zaki Gordon Institute (ZGI) is working toward creating the next generation of filmmakers by delivering an education within a film industry model. (See Appendix A) The program is hands-on and mentor-based allowing students to be guided through the learning process by instructors who are professionals in the industry. Curriculum is designed with a focus on creating marketable films upon a student’s graduation. ZGI delivers its goal by keeping Yavapai College’s mission of providing high quality, convenient and cost effective learning opportunities for a diverse population of Yavapai County. Historical Overview: The Zaki Gordon Institute was founded in 2000. Dan Gordon, a screen writer (The Hurricane, Wyatt Earp, Murder in the First…), and Yavapai College formed an agreement to start the Zaki Gordon Institute to train new filmmakers. Stephan Schultze was hired that year and has been acting director since its inception. The school was named after Dan Gordon’s son who met an untimely death at 23. Zaki had just finished his first independent feature film when he passed away in a car accident. The curriculum is a full-time nine month, thirty-two credit intensive studies and practical work application certificate in filmmaking (DFM). The curriculum was designed to insure a successful graduate’s ability to secure work in the film industry by working a film production or creating a film project. The historical success is demonstrated in many key factors:

• RETENTION – In class retention has never dropped below 89% in any given semester. • These statistics speak to the successful screening process that determines a student’s ability to succeed

in this career. • FTSE has more than doubled from 18.7 in 2000-01 to 39.4 in 2003-04 • ENROLLMENT more than doubling from 221 in its first year to 500 enrollments in year four. • The film program is accepted as a premium provided to Yavapai County. Applicants have been willing to

accept a $25.78 increase in the price per credit hour. In 2001 tuition for a full-time student was $2,750/year and in 2004 it was $3,500/year.

• The most important influence Yavapai College’s film school has had is in the lives of its graduates. Students have screened their short films in festival around the globe. Graduates are currently working in various roles in television and feature studios. Some have started industrial video production companies and a few are producing feature length films.

• ZGI has attracted many award winning filmmakers to teach during its weekend workshops. In 2003-2004 Yavapai College’s Zaki Gordon Institute generated $360,130.00 which amounted to a $133,392.16 net gain after deducting its budget allocation.

• If the $10,000 cost/student method is used the gains were $60,130.00. (See Appendix B) o Analysis based on Institutional Research information and formulas used by the President’s Office

for determining program Cost to Benefit decisions. Eighty percent of graduates are from Yavapai County. The remaining twenty percent come from out-of-county, out-of-state and out-of-country. ZGI has been able to create a culturally enriching learning environment in our region. Graduates in the DFM program may earn either basic or advanced certificate. Graduates have increased from 13 in 2000/01 to 30 in 2003/04. In recent years, graduates tend to be younger—47% of DFM graduates in 2003/04 were under the age of 25. (See Appendix C) Major Milestone:


The Zaki Gordon Institute (ZGI) was founded in the fall of 2000. Since then ZGI has hit many significant milestones including graduating its one hundredth certificate candidate this year. In keeping with a real world learning model ZGI started a shorts film festival wherein the students exhibit their final projects to our community. This event has grown each year and currently screens for an audience of over 700 people. The award winning films go on to be exhibited at the Performance Hall in Prescott and in Flagstaff and Phoenix through a relationship that was developed with Dan Harkins of Harkins Theaters. In 2001 ZGI joined forces with the Sedona International Film Festival (SIFF) by supporting the film educational workshops and digital screenings for the festival. This Festival is ranked in the top ten regional festivals in the country, attracting more than three thousand visitors to the Verde Valley. SIFF and ZGI started doing cross marketing in 2003. This allowed ZGI to reach further with its marketing and provide greater visibility for its students upon their graduation. Schultze, ZGI director, joined the board of SIFF in 2003. ZGI now presents the educational workshop portion of the Sedona International Film Festival. This relationship has also created great opportunities for ZGI students to interact for one-on-one sessions with working and award winning industry professionals. This year the SIFF implemented a “2nd Tuesday Cinema Series”. Each month they screen a new independent feature film, opening with a short film from one of the Zaki graduates. Student’s films have been exhibited by film festivals across the country from Los Angeles to New York. In 2004 three students went to Israel where their films were accepted into the prestigious Tele Aviv International Student Film Festival. One hundred and forty-three countries were represented and only three film schools from America had films to qualify, University of Southern California, University of California at Los Angeles and Yavapai College’s Zaki Gordon Institute. Sedona Now Network airs the television show, “Reel Talk”, produced at ZGI that interviewed graduates about their career. The show airs nine times a day to the three million visitors of the Sedona Resorts and the residents of the Verde Valley. Based on the success of “Reel Talk” Sedona Now Network began airing short documentaries created by ZGI students in 2004. In 2005 ZGI is providing support to the Sedona Chamber of Commerce in their search for a film commissioner to run the newly reinstated Sedona Film Office. ZGI is currently working with city councilman, John Bradshaw, to organize local businesses toward the goal of providing services for the Arizona based film industry in Northern Arizona. At the Phoenix Film Festival in April of 2005 Schultze was asked along with Harry Tate of the Commerce Department to give a State of the State address looking toward the future of Arizona’s Film Industry. Most recently Kodak Corporation signed on to help ZGI educate students in the process of 35mm film production. They will be providing over $100,000 in kind to enrich the experience of ZGI students. This includes film stock, processing, cameras, dolby surround sound mix. This joint production is guaranteed to be screened at the prestigious Cannes Film Festival in France. ZGI has worked hard to evaluate technological change and economic trends that will impact its graduates. These factors are brought into the classroom. Goal: To provide an additional educational opportunity for graduates of the digital narrative and documentary filmmaking programs. This will allow students to gain a more in-depth skill set as they specialize in a role within the craft of filmmaking. Purpose: A second year curriculum will help with retention and further the education of students. Graduates from the advanced program will have greater opportunities for job placement within a specialty.


B. Student Profile Zaki Gordon Institute is a closed curriculum that requires its candidates to go through an application process. The Institute is intent on giving students the best possible opportunity to succeed in the film industry upon graduation. Applicants must pitch a film in both written and oral form. Each candidate that successfully gives a pitch moves on to the interview phase wherein the staff and a member of the advisory board interview the potential candidate. During that phase potential students are given realistic outcomes of skill sets and expectations upon graduation. An honest heart to heart about the lifestyle requirements to succeed in the film industry is presented to successful candidates. Out of the applicants that pass the screening and determine they would like to commit to the curriculum, fifteen - twenty students are chosen for narrative and fifteen - twenty for documentary filmmaking program that begins in the FALL semester. The success of this system for screening is demonstrated in ZGI’s retention, which has never dropped below 89%. In fall 2000, the demographic makeup of students enrolled in the Digital Filmmaking Zaki Gordon Institute (DFM) indicated (See Appendix D) :

• 59% male/41% female enrollment • More than 7 out of 10 white ethnicity • Residency – 86.4% Yavapai County residents • Majority attended Yavapai College full-time (81.8%) • Largest share of students were over the age of 40 (63.6%)

A comparison to the fall 2003 database indicates:

• Growth in female enrollment (47% female/53% male) • Ethnicity reflects shift in enrollment with increases in Hispanic (6.7%), Asian (4.4%) Native American

(2.2%), and other (6.7%) White ethnicity – 80%. • Residency: Increase in out of county and out of state students – 73.3% from Yavapai County. • Majority attend Yavapai College full-time (88.9%) • Increased enrollment among students under age 30 (46.7%)

The table shown below indicates a steady increase in interest and enrollment.

Annual Program Summary Academic Year 2000-01 2001-02 2002-03 2003-04 Number of Sections 13 14 19 34Average Enrollment 17.7 17.6 14.2 14.6Percent Capacity 61% 65% 59% 66%Total Registrations 230 246 270 497 Courses Include: DFM Independent Study courses excluded.

The table above demonstrates: • Total registrations have more than doubled since 2000/01 (230 registrations) compared to 2003/04 (497

registrations). • The number of sections have increased from 13 in 2000/01 to 34 in 2003/2004 (excludes independent study). • While registrations and number of sections have grown, the average class size reflects decline (17.7 in

2000/01 and 14.6 in 2002/04). • Annual FTSE has more than doubled from 18.7 in 2000/01 to 39.4 in 2003/04. .


C. Curriculum Analysis Community Learning and Benefit: The Zaki Gordon Institute (ZGI) is providing cultural enriching experiences that benefit its community and businesses through filmmaking education productions and exhibitions of student work. Overall Curriculum Analysis

• Classes currently listed under DFM are correct and adequate to perform the delivery of a well-rounded basic education in filmmaking. Instructors have made adjustments in delivery methods as they learn how student best absorb this curriculum.

Content and Course bank: NARRATIVE AND DOCUMENTARY CERTIFICATE: First Semester – Documentary/Narrative Students attend classes Monday through Friday with evening self-directed study and six weekend seminars.

- The following cycles repeat themselves over the first ten weeks o DAY 1 – Lecture discussion lead by instructor using visual aids to teach from. 9AM -

5PM. Writing homework. o DAY 2 – Students are assigned one of the writing assignments from the previous

night to pre-produce. Equipment and instructional guidance is provided by the instructor 9AM – 6PM

o DAY 3 – Fieldwork. Students shoot the written assignment and are guided through filmmaking techniques by their instructor. 7AM – 10PM

o DAY 4 – Class review. Instructor and peer review of raw footage from the previous days shoot. 9AM – 4PM

o DAY 5 – Each student is required to edit a completed video of that week’s assignment. Software is taught where necessary. 9AM – 5PM

- Four weekend seminars on Directing Actors, Camera, Screenwriting and Editing are given. - Each student is required to write a twenty-page script under the guidance and approval of

their instructor. - The semester culminates in a 2-week shoot involving all the students in a group film. This

shoot is a 24/7 experience designed to mimic the real world of filmmaking. Second Semester – Documentary/Narrative

- Instructors guide students though pre-production, production and editing of their own film of twenty pages that they wrote first semester.

- Students are required to work on at least 3 other students’ projects. - Two weekend seminars on Independent Filmmaking, Marketing and Distribution are given. - Students must write a feature length screenplay of 100-120 pages in length.

Need: Current and past students have requested more advanced learning opportunities than are currently being provided in the one-year certificate programs offered. A second year of advanced studies would service that need. Limitations: ZGI staff is in need of additional support to meet the current demands for more educational opportunities. ZGI could provide this opportunity to the college and retain students for an advanced certificate program with the addition of a full-time, qualified faculty member


ADVANCE FILMMAKING CERTIFICATE: To support retention ZGI introduced an Advanced Certificate in Filmmaking in 2005/06. This curriculum allows first year graduates the opportunity to study business plans, fundraising models, marketing and distribution, crafts of filmmaking and advanced filmmaking techniques. First Semester – Advanced Students attend sound, 3D and Business classes Monday through Wednesday in a classroom setting. Thursday and Friday are reserved for HD and film based movie techniques. These include, sound recording, camera, lighting, production design and wardrobe. Second Semester – Advanced Certificate This semester is dedicated to doing a 35mm and/or High Definition short film on a scale necessary to compete with theatrically released films. All class work and software applications learned in the first semester apply to the second semester film. The short is then distributed to complete the learning process. Yavapai College Benefit: Yavapai College (YC) has helped meet the diverse population of the County it serves by creating unique educational programs. ZGI is an example of YC’s commitment to serving that diverse region and population. All of ZGI’s efforts are aligned with for YC’s mission to educate, develop economic opportunities and the creation of marketable skill sets and products for students upon graduation. Concerns:

• Primary concern is the need for a full-time faculty position to teach the first year narrative filmmaking certificate. Currently 38 credit hours (19 credit hours/semester) are taught by ZGI’s Director while administrating over the other two certificate programs, student recruitment and college administrative requirements. A third instructor would allow for new course offerings.

• Areas of education that can be expanded are limited by funding and staff levels. Future Programs: As ZGI looks toward the future to further the education of current students and filmmakers there are natural areas of the filmmaking process that can be developed into curriculum. These would raise graduate’s marketability, create economic development and support all aspects of the collaborative process of filmmaking. Examples of future program development are presented in the order of priority based on the needs for enhancement of current programs and student retention. 1. Sound Design- Specific to narrative & documentary filmmaking.

Recommendation: First year- Adjunct Faculty Second year- Full Time Instructor

Justification:

Six current students have expressed the desire to attend a full time sound design program. Yavapai College has enough equipment to support the instruction of this program on a small scale; however it lacks optimal facility design to implement a long-range curriculum. The program could expand in the second year with support from the college if demand is demonstrated.

2. Television- With avenues of distribution opening up on the internet and current short format programming on television this curriculum would fully integrate all above named programs and help create avenues of distribution.

Recommendation: Hire a full-time faculty. Build a television facility


Justification: The biggest employer and media presenter is the television market. New cable channels and the Internet marketers are creating new means of distribution. From news to movies to sitcoms the appetite for programming has never been bigger. A television curriculum would create the Institute’s greatest employment opportunity for graduates.

3. Acting – There are currently two hundred and fifty actors in our database used by students for their short film projects. There is more than enough interest in a curriculum of acting that would be integrated into the current curriculum. This would provide actors opportunities to develop their talents while acting in ZGI student films. Recommendation: First year- Adjunct Faculty

Second year- to be determined based on enrollment of students. Justification:

Many actors have expressed an interest in classes for film acting. Developing the acting skills of actors would support the film students’ projects as well.

4. Special Effects – More and more movies require the corrections available through CGI. This curriculum would include animation and computer gaming. Recommendations:

Hire a full-time instructor that has work expertise in 3D modeling, special effect photography and computer gaming.

Justification: Several students have expressed a desire for more education in the area of special effects. There is a need among existing students and graduate filmmakers to have a special effects program they can refer to. We currently have computers required to support this program with some nominal additional costs for filmmaking equipment and software.

5. Producing – This curriculum would help produce and market products made by students while attending ZGI. Proposal For: Associates Degree - Filmmaking General Education Foundation Studies College Composition: ENG 101 and 102 or ENG 103 and 104 6 Numeric: Non-Transfer Students: MAT 100 3

Transfer Students: MAT 142, 152 or any course which MAT 152 is a prerequisite Liberal Studies Core LSC 101A, or GEO 104 1 HIS/LSC 201,202,203; HUM/LSC 205 6 Area Studies Physical & Biological Sciences: 8 BIO 100, 105, 108, 109, 181, 182, 201, 202, 205; CHM121, 130, 140, 151, 152; ENV 105, 110, 121; GEO 103; GLG 100 and one from the following: GLG 103, 104, 105, 106, 107, 108, 109, 111, 113, 114, 115, 116; GLG 101, 102, 110, 225; PHY 101/102, 113/114, 140, 141, 142, 150, 151, 250 ____ Sub-Total 24 Requirements for the Major Core Requirements Arts, Humanities and Social/Behavioral Sciences 6

• The Movie Experience: New course combining various disciplines to study human perception and behavior when we interact with a movie.

• COMBINED EXAMPLES OF STUDY: ANT 102; ART (color, shape and texture); COM (Analysis of visual and auditory communication); GEO 101, 102, 105; LSC 101, 251; MUS/SOUND (audible influences on human perception); PHI 103, 122, 201, 202;


PSY 130, 250; SOC 101, 130ART 130 or 137 2

Digital Filmmaking Requirements DFM 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 201, 202, 204 33 Total Minimum Credit Hours for Degree 65


Future Staffing: Instructor/ Student Ratio - One full-time program coordinator to 15 full time students or a number the college determines to be in line with cost to benefit. The recruitment and retention of experienced filmmakers is vital to the growth of a film school. The foundation of the program is mentoring. Great mentors create great filmmakers and great word-of-mouth. There are few industries where word of mouth, personal recommendations and reputation mean as much as they do in the film industry. The following is based on departmental curriculum delivery information from the two ZGI instructors and student exit surveys.

Instructional Delivery

Education Delivery Tool Current Suggested

Usage 1 2 3 1 2 3

Lecture X X

Class discussion X X

Small group X X

Telecourse X X

On-line X X

Television X X

Field trips X X

Demonstrations X X

Labs X X

Film projects X X

Current 1= Not at all, infrequently Suggested 1= Less often 2= Sometimes 2= Maintain 3= Frequently 3= More often


General Education A hands-on real world model for film production education allows For the full integration of general education. Student Outcomes Needs Adequate Except- Not Improve- ional Applicable ment Career skills area X Basic knowledge, subject area X Identify, understand and evaluate X representative interpretations, methods, and/or theories in the fields you have studied Develop effective reading, writing, and oral X communication skills Acquire advanced mathematical and X computational skills Use technology to gather, process and X interpret information (eg.- operate computers, lab equipment, have knowledge of how to manipulate visual and auditory mediums) Apply knowledge in a practical way and to X obtain knowledge through the practical world Exhibit an awareness and understanding of X cultural and historical concerns and context Gather, interpret and analyze scientific information X Exhibit creative expression in course of study X Think critically, creatively and independently X Establish and defend position X Formulate questions that extend your X knowledge and understanding of an academic or artistic discipline Appropriately critique knowledge sources X Recognize that one does not always achieve X closure in intellectual and social discourse Integrate curiosity into your knowledge pursuit X Engage in self-directive thinking X Engage in reflective thinking X Achieve a coherent center of values X Appreciate the validity of values and X viewpoints that are not your own Progress toward an integrated understanding X of culture, society and the world of nature Work effectively in teams and engage in X collaborative learning


Be aware of, involved in, and committed to community X Incorporate an element of humanitarianism X into your pursuit of knowledge by demonstrating an understanding of the difficulties of others Other Curriculum Issues* Where possible students and faculty function in an atmosphere that mimics the work place. CONCERNS:

• Students have repeatedly requested more advanced curriculum in feature film production sound design and animation. Opportunities for practical experience with feature film production have been expressed the most.

• Improvement is needed regarding timely grade reporting in accordance with Yavapai College requirements.

Curriculum Issue Needs Adequate Except- Not Improve- ional Applicable ment Scheduling of course offerings (reflect variety X of delivery methods and appropriate times) Filing of student grades by faculty X Sequencing of courses for student learning X and prerequisites to courses Career and occupational information integral X to curriculum where appropriate Current curriculum meets consumer demand X for advanced education

Syllabi Review:

• Currently under review. Because classes are taught as one encompassing curriculum rather than time dedicated to each, a general syllabi is used. That Syllabus gets revised each year as the curriculum evolves. It is currently approximately twenty-five pages. Students are walked through the syllabi at the beginning of first semester and the material is referred to often during the certificate year.

• Anyone is welcome to see last year’s syllabi by contacting Alice Burroughs, 928-649-4276.


In-Class Assessment:

Skills Assessment Tool Current Suggested

Usage 1 2 3 1 2 3

Portfolio X X

In-class presentations X X

Short papers X X Term papers X X Quizzes X X Multiple choice exams X X Essay exams X X Class participation/ discussion X X Pre- and post-tests X X Attendance X X Journal X X Film/Video response X X Demonstrations X X Field trip response X X Projects X X Current 1= Not at all, infrequently Suggested 1= Less often 2= Sometimes 2= Maintain 3= Frequently 3= More often

D. Faculty and Personnel 1 Full-time administrator that doubles as a full-time instructor 1 Full-time instructor 1 full-time instructional support person 1 Part-time administrative assistant 1 Part-time special projects coordinator Personnel: Program Director: Stephan Schultze To administrate, design and teach a professional standard of filmmaking education. Included in this is supervision of staff, marketing of the programs, forming partnerships, recruitment of students, curriculum design and 32 credit hours of teaching/year. Stephan Schultze began his career in advertising before moving to Los Angeles in 1989 to pursue a career in the film industry. Once in Hollywood he worked his way up through the ranks to become a Director of Photography. Stephan has worked in every possible aspect of the industry, including major motion pictures (Tremors, The Abyss, Henson Productions), television (Drew Carey Show, HBO, Showtime), music videos, commercials, industrial videos and countless independent films. Schultze's industry credits include The Lesser Evil, an independent film he coauthored and co-produced with Jeremy Levine (MGM). Schultze sits on the board of the Sedona International Film Festival & Workshop.


Faculty: Bryan Rienhart Teaches the curriculum being taught in the documentary program. Included in his current full-time teaching load is teaching and supervision of software usage. Bryan Reinhart worked in the entertainment industry in a variety of positions including producer, director, and editor for both film and television. He produced a documentary on the feature film "Hoosiers." Reinhart went from film to television and produced the nationally televised "American Highways" for Public Television. He produced corporate and industrial projects for Fortune 500 companies as well as documentaries. Several of his documentaries aired nationally on public television. Instructional Support: Jeremy Hawkes To operate, maintain and repair film equipment and provide technical and instructional assistance to students and staff. Research new technology relating to the film industry and help monitor students with their common goals set for weekly/thesis projects. Jeremy Hawkes attended Yavapai College and received an Associates Degree in Performing Arts and a certificate in Digital Filmmaking from the Zaki Gordon Institute. His thesis short film screened at the Directors Guild of America in Los Angeles and the Sedona International Film Festival. Hawkes worked at an NBC affiliate as a commercial director and cinematographer were he learned TV news and commercial operations. He has freelanced as a cinematographer for National Geographic’s I-Explorer and with several independent film projects as Co-producer and Assistant Director. Administrative Assistant: Alice Burroughs Alice works full-time for YC and is shared by several departments, ZGI being one of them. She helps with equipment and supplies purchasing and student/administration related needs. Special Projects Coordinator: Lori McLaughlan McLaughlan assists students with productions as it relates to the schools relationship and local community businesses and governance. She also produce the year end film festival that exhibits student work to our community, maintains the ZGI web-site, handles press and assists the program director with the marketing of the school. Professional Development: Each year our staff attends the National Broadcast Associations conference. During this event new technology and trends are marketed on the convention floor. Our staff is required to work in the field they teach for at least two weeks a year. This insures that students get the latest experienced faculty teaching them. Service and Contributions: ZGI is aiding in the search and review for hire of Sedona’s new film commissioner who will reside under the Sedona Chamber of Commerce. ZGI help a successful lobbying effort for legislation in the recently passed tax incentive bill for filmmakers in Arizona. ZGI is also the educational arm for the Sedona International Film Festival (SIFF). This Festival attracts filmgoers and filmmakers from around the world to our community for a rich culture interchange during the Festival’s month of March. (See Appendix E)

• ZGI also screens a student-produced film every month at Harkins theatre through ZGI’s relationship with SIFF.


ZGI holds their annual shorts Film Festival at YC’s Sedona Center. This festival has become a Verde Valley jewel. The event screens that year’s graduate films to an audience of over seven hundred. The Festival travels to Prescott in the Fall. Bryan Reinhart volunteered his time to edit a present for a fundraising effort for housing for the homeless in the Verde and Prescott Valleys. Stephan Schultze is working with the local high school film clubs. Support from Other Areas:

• ZGI is well supported in most areas. The area that stands out at the Sedona Center is the Facilities Management Department.

Concerns:

• With the recent personnel changes there is a need to ensure adequate apple computer lab maintenance and tech support for students.

College Department Needs Adequate Exceptional Not Improvement Applicable

Library X

Counseling/ advising X

Admissions/ registration X

Institutional Research X

Grants X

Marketing X

ITS X

Facilities X

Yavapai College Foundation X E. Physical Resources Facilities, Equipment, Materials: Concerns:

• Apparent sound reverberation and echoes in the classroom make it extremely difficult for the teacher to lecture and to hear the students.

• Current building design limits future sound design curriculum development. Some inexpensive remedies have been suggested in the past with no funding allocated.

• Recent budget cuts will effect funding for replacement of future obsolescence of filmmaking equipment. • Students pay a premium to attend ZGI. Weekend seminars led by guest industry professionals are an

expected part of the curriculum and have historically been provided. Recent cuts will eliminate that opportunity and devalue the curriculum.


Facilities and Equipment Needs Adequate Exceptional Not Improvement Applicable

Classrooms X

Laboratories X

Faculty offices X

Staff/ Administrative offices X

Computers X

Film gear X

Materials X

Access for disabled students X

Financial Resources: 1) CineWorks Lighting donated lights and equipment when the film school started. The value was approximately $15,000. 2) Dan Gordon the film school’s co-founder has given in excess of $50,000 for the development of the school. 3) The City of Sedona gave ZGI a grant to hold an educational workshop for high schools students in the Verde Valley. Value - $1,750 4) Kodak Corporation Has granted ZGI $70,000 of in-kind goods and services in the next school year for the development of a second year advanced film program. F. Advisory Board and Partnerships Advisory Board/Committee: ZGI Program Director meets and/or talks monthly with the advisory board director, Dan Gordon. The board’s recommendations are included on page 19. Members are: Dan Gordon Chair Linda Grey Member Neil Toussaint Bruce Dorfman Jerry Hartlaben Minutes are available through Dan Gordon’s office at 805-496-2566. Concerns:

• Membership needs a graduate to completely represent student perspective. • Recommendations for program growth are not in the program’s current budget. (See Appendix B). • Incomplete minutes have the potential to decrease effectiveness of committee recommendations and the

implementation process.


Advisory Committee Aspect Needs Adequate Exceptional Not

Improvement Applicable

Frequency of committee meetings X

Memberships represent related X

community interests and include

graduates and employers

Written agendas are provided X

prior to meetings and minutes are

maintained

Committee recommendations are X

considered and/or implemented

If appropriate to program goals, X

committee members active in

public relations effort

Annual goals are set by committee X

members, division chair, faculty,

and administrators

Program progress is evaluated by X

committee members, program

coordinator, instructors and

administrators Partners: Many businesses and individuals in our community have signed on to be part of the support structure of the Zaki Gordon Institute (ZGI). ZGI has been able to secure many relationships that have and are providing opportunities to our current students as well as our graduates. One company that has recently signed on and is helping to develop ZGI’s future inside the Film Industry is the KODAK CORPORATION.


G. General Outcomes Retention:

COURSE ATTRITION SUMMARY Courses: DFM

TERM COUNT CREDITS ENROLL DROPPED WITHDREW CURRENT

FALL 2000 10 Courses Total 17 184 6 5 173

SPRING 2001 3 Courses Total 16 54 0 6 48







FALL 2000 Retention 97% SPRING 2001 Retention 89% FALL 2001 Retention 98% SPRING 2002 Retention 94% FALL 2002 Retention 95% SPRING 2003 Retention 100% FALL 2003 Retention 99% SPRING 2004 Retention 99% Retention is calculated as: Current Headcount / (Enrolled - Dropped)

Grades: As indicated in the table below, over the past four years more than 9 out of 10 students received a passing letter grade of C or better. The most frequently earned grade was A. Withdrawals from DFM courses over the past four years did not exceed 5% in any given year. No students received failing grades.

DFM Grade Distribution Summary Grades A B C D F G I P S U V X W We TOTALYear 1999-2000 NONE FOUND Year 2000-2001 190 10 15 6 6 11 238Year 2001-2002 222 10 10 1 2 10 8 263Year 2002-2003 235 17 18 2 13 10 295Year 2003-2004 471 23 5 1 36 5 541 A, B, C, D, F = Traditional letter grades G, P = Course in progress, I = Incomplete S = Satisfactory, U = Unsatisfactory, V = Enrichment X = Drop, W = Withdrawal (regular) We = Withdrawal (enrichment)


H. Strengths and Concerns Strengths: Yavapai College’s Zaki Gordon Institute has a well designed and implemented basic film education. This is exemplified by the student’s films that have screened around the world alone side much more costly film schools like USC, UCLA and NYU. Many students are placed in the workforce in television, feature films, commercials and doing corporate videos clearing the way for other graduates. The faculty is its strongest asset. Every full-time instructor insures the focus stays on the students and their education. Weaknesses: ZGI needs to have an advanced curriculum for filmmaking. Students are lost each year to a lack of advanced learning. I. Future Trends Look towards the future: As one can see many significant changes have taken place since ZGI was established in 2000. As the Internet’s broadband increases it will create more opportunities for filmmakers to sell their films and television shows directly to the consumer. This increase in distribution channels will increase the demand for educational opportunities like those offered at Yavapai College’s Zaki Gordon Institute. An example of that is demonstrated by Yahoo’s latest announcement of on-line film networking distribution (See Appendix F). Soon our televisions and computers will merge into one media. Historically when new media opens up to the consumer the demand for product increases. In turn this opens up opportunities for the producers of that media. Examples of this phenomenon took place when home video was introduced and again when cable television opened up markets for more channels. This creates more revenue sources and job opportunities for filmmakers. Workforce Development: ZGI is providing an educated workforce for the growing film industry in Arizona. Our region will benefit from the opportunities provided by a new industry to this region. In a region with such a small population even a subtle changes in economic development can have a large impact. Statistics provided by the Arizona Commerce Department and Sedona’s Chamber of Commerce (See Appendix G) demonstrates the opportunities and trends in filmmaking in AZ.

The following are a few businesses that benefit from filmmaking: o Lawyers o Transportation o Catering o Accountants o Marketing and advertising companies o Lodging o Banks o Construction and material companies o Day laborers o Communication companies

J. Recommendations

• SECOND YEAR PROGRAM - Through ZGI’s new relationship with KODAK CORPORTATION (See Appendix H), the Institute is now ready to implement a second year curriculum. This curriculum would enable the college to retain students that would have been lost due to no advanced filmmaking certificate.

• Through curriculum development students would produce television and theatrical productions that will drive a new industry to the Verde Valley.


• Hiring an additional full-time Instructor for the Narrative Program, currently being taught by ZGI’s program director, Stephan Schultze. This would free Schultze up to develop and manage the second year program.

K. Action Plan: Zaki Gordon Institute (ZGI) has had over one hundred and thirty graduates in its 6 years of existence. All of these graduates from the one year certificate programs currently offered provide potential retention opportunities to the college through new programs. Many have expressed the desire to return for advanced learning in the craft of filmmaking. YC currently misses the opportunity to serve this population of students due to a lack of staffing. DFM295 workshop blocks can be used with adjunct faculty in a one year proof test of need. If successful curriculum would be designed for new certificates and funding would need to be put in place for full-time instructor/capital/supplies. Kodak Corporation and other venders have signed on to provide support for this certificate by donating over $70,000 of in-kind value.

• Objective and Rationale/Background: o Currently 38 credit hours (19 credit hours/semester) are taught by ZGI’s Director while

administrating over the other two certificate programs, student recruitment and college administrative requirements. A third instructor would allow for new course offerings.

o The recruitment and retention of experienced filmmakers is vital to the growth of a film school. The foundation of the film program is mentoring. Great mentors create great filmmakers and great word-of-mouth. There are few industries in which word of mouth, personal recommendations and a reputation for being up to date and on the cutting edge mean as much as they do in the film industry.

o Growth through additional staffing/Instructor/ Student Ratio One full-time program coordinator to 15 full-time students or a number the

college determines to be in line with cost to benefit o This person would also provide support in the Narrative Certificate which would free the

ZGI’s director, Stephan Schultze, to finish developing the Advance Certificate, and focus on long term sustainable growth.

o With over one hundred and thirty graduates and steady FTSE growth (See Institutional Research FTSE statistics on pg. 6) since its inception in 2000 ZGI has created a strong community awareness for the college as well as created growth in the development of a film industry in Northern Arizona.

• Activities: o In 2005/06 new curriculum for an advanced certificate was put forward and approved.

This created a need for an instructor to support class offerings. o In Spring of 2006 instructional support was requested for the new fiscal year. o Each year this request will be made till met, so additional certificates can be created.

• Responsibilities: o A one and five year plan will be generated at the end of a fiscal year to determine future

growth. o Curriculum development will be done to address future growth based on student exit

serves and industry demands and staffing. • Timeline:

o Each time an additional instructional job is added a new curriculum offering will be created the following year. See Future Offerings for potential areas of growth.


• Resource Allocation:

Description New Programs

and/or Positions

Capital Improvements

(excess $200,000)

New Equipment and Infrastructure

(less than $200,000) Total Instructional Person 40000 salary $40,000.00 Benefits for new hires 10% $4,000.00 TOTAL REVENUE REQUEST $44,000.00

• Assessment: o Growth will be measured by several measures:

Outside film productions attracted to Yavapai County and the graduate placement on those projects.

FTSE growth. Infrastructure (cameras, lights studio space) developed.

o The above will be part of the one and five year plans.


Appendix

A. Historical Perspective

The Zaki Gordon Institute For Independent Filmmaking Administrative Offices • 1927 Meadow View CT • Thousand Oaks, CA 91362 (805) 496-2566 • (805) 496-1425 fax • [email protected]

Α ΠΡΟΠΟΣΑΛ ΦΟΡ ΤΗΕ ΧΡΕΑΤΙΟΝ ΟΦ

ΤΗΕ ΣΧΗΟΟΛ ΟΦ ΧΙΝΕΜΑ ΑΝΔ ΠΕΡΦΟΡΜΙΝΓ ΑΡΤΣ ΟΦ ΑΡΙΖΟΝΑ

ΙΝΤΡΟΔΥΧΤΙΟΝ The School of Cinema and Performing Arts of Arizona would be the most unique school of its kind in the world. It would join together the arts, government and private enterprise to create a school for artists, craftspeople and technicians in a dynamic hands-on program that would become the backbone of the film industry in Arizona and make Arizona a major force to be reckoned with in the world of independent motion picture production. ΤΗΕ ΠΡΟΔΥΧΤΙΟΝ ΦΑΧΙΛΙΤΨ The school would attract Independent motion picture productions by building and outfitting a state of the art production and post-production facility, including a sound stage, editing and scoring suites and studios. These facilities would provide the school’s students an opportunity to learn production and post-production skills with the best equipment available. At the same time, the production facilities and post-production facilities would be made available to independent productions at a greatly reduced rate provided that the producers of the production fulfilled three obligations: (A) They would hire a specific percentage of local technicians and/or artists to work on the film; (B) They would take on students of the Film School to work as interns in every department, both in production and post-production phases; (C) They would provide the production’s department heads to conduct a series of Master Classes and workshops for the benefit of the School’s students. This would create a win/win situation for both independent film producers and the film school, its students and Arizona as a whole. Independent producers would enjoy not only the tax incentives provided by Arizona but state-of-the-art production and post-production facilities at a greatly reduced rate, making each dollar of their budget go further. The students would get a chance to learn in a professional hands-on environment from industry professionals. Arizona’s artists, craftspeople and technicians would enjoy more local employment opportunities while the training of a larger pool of such craftspeople, artists and technicians would, in itself attract more motion picture productions. Moreover, the studio would be designed similar to an operating theater, with an observation area and monitors. Each of the film’s key players (director, actors, cinematographers, etc) would be mic’d. Thus the students observing the production as part of their classroom experience would be privy to the dialogue between director and cinematographer in designing each shot, and between director and actors in helping shape each performance. In that way not only the students employed as interns on the production would benefit from the


presence of cast and crew on campus, but all the students would be able to closely observe the work of leading industry professionals as they craft their film. ΤΗΕ ΙΝΣΤΙΤΥΤΕΣ The school would in some ways be modeled on the concept of Oxford University. It would be a group of semi autonomous but inter-related entities. The hub of the school would be the Zaki Gordon Institute for Independent Filmmaking. The Zaki Institute would be a training ground for feature and documentary filmmakers. As part of their hands-on learning program, each of the Institute’s initial 40 students (20 in the narrative track and 20 in the documentary track) would make five 5-minute films in the first semester. The students would then do one 15 minute thesis film each during the second semester for a total of 40 such 15 minute thesis films. Think of the Zaki Institute as the hub of a wheel. Radiating out from the hub, like the spokes of a wheel, would be the school’s sister institutes. Thus, there would be an Institute for Cinematography, an Institute of Sound Design, an Institute of Art Direction, an Institute of Film Scoring associated with an existent music conservatory and an Institute of Film Acting. Each of these institutes would have their own curricula. However, the hands-on part of their program would come in the providing of their various students to work on the Zaki Institute’s films. Thus when a Zaki Institute Student makes his thesis film, he would reach out to the Institute of Cinematography for his cinematographer, The Institute of Art Direction for his art director, set designer and costume designers, and so on down the line, using the sister institute’s actors, composers, musicians, craftspeople and technicians, each of whom would get unparalleled hands-on experience on a multitude of diverse films. When you combine that program with the presence of industry professionals shooting feature length productions on the school’s sound stage, employing students from each of the Institutes as interns and providing access to the production process for all the Institute’s students in each of their areas of interest, you create a learning experience unequalled anywhere in the world. The Zaki Gordon Institute for Independent Filmmaking exists in reality, not in theory. It has now completed its fifth year of instruction and has graduated over one hundred students, many of whom are now working in all aspects of film production. It is a fully accredited school, part of Yavapai College and a member of CILECT, the International Society of Film Schools. The Zaki Institute maintains a close working relationship, providing scholarships, lectures and workshops to Columbia University’s School of the Arts as well the film schools of UCLA and USC. Its’ students’ films have appeared in some of the most prestigious student film festivals all over the world.


B. Program Profitability The following data is based on full-time students and does not include revenue generated at ZGI from part-time students that attend open enrollment classes offered. Yavapai College’s revenue compensation formula for full-time students: Revenue (=) Tuition and Fees (+) FTSE Compensation (+) Full-time Student Compensation (In State only) ZGI Tuition and Fees: In state (=) $3,500 Out of State (=) $8,500 1 FTSE (=) $1,450 1 Full-time In State Student Compensation (=) $7,000

• Analysis based on Institutional Research information and Formulas used by the President’s Office for determining program Cost to Benefit decisions.

NET GAINS VS. BUDGET ALLOCATION METHOD: Fiscal Year 2003-2004 Number of In State Students (x) 24 (x) $3500 $ 84,000 In State Tuition and Fees Number of Out of State Students (x) 6 (x) $8500 $ 51,000 Out of State Tuition and Fees FTSE 39.4 $ 57,130 Full-time In State Students (x) 24 (x) $7000 $ 168,000 State Reimbursement Total Revenue $ 360,130 Total Revenue $ 360,130.00 (-) Budget Allocation $ 226,737.84 Net Gain $ 133,392.16 Note: Not included in net gains vs. budget method are costs related to facilities, maintenance and part-time administrative assistance. ONE FULL-TIME STUDENT COSTS $10,000 METHOD Total Revenue $ 360,130 (-) Total Students/ 30 (x) $10,000 $ 300,000 Net Gain $ 60,130


C. Yavapai College Digital Filmmaking Graduates

Academic Year 1999-00 2000-01 2001-02 2002-03 2003-04 Award Type

Basic Certificate 8 Advanced Certificate 13 5 19 30 Technical Certificate

Associate Applied Science Total Awards 13 13 19 30

Total Graduates 13 13 19 30 Gender

Male 54% 62% 68% 43% Female 46% 38% 32% 57%

Not Reported Ethnicity

Non-Resident Alien Black, non-Hispanic

Native American Asian 03%

Hispanic 08% 08% 07% White 62% 92% 95% 83% Other 31% 05% 07%

Not Reported Residence

Yavapai County 85% 69% 63% 83% Other AZ County 31% 11% 07%

Out of State 15% 26% 07% Out of Country 03% Not Reported

Age Under 20 16% 17%

20-24 15% 15% 37% 30% 25-29 23% 23% 05% 07% 30-39 15% 31% 05% 07% 40-49 38% 08% 21% 10% 50-59 08% 23% 16% 27%

60 and over 03% Not Reported


D. DFM Program Demographics

SEX 2000 FALL 2001 FALL 2002 FALL 2003 FALL Count Col % Count Col % Count Col % Count Col %

Female 9 40.9% 13 54.2% 12 31.6% 21 46.7% Male 13 59.1% 11 45.8% 26 68.4% 24 53.3% Not Reported Total 22 100.0% 24 100.0% 38 100.0% 45 100.0%

ETHNIC 2000 FALL 2001 FALL 2002 FALL 2003 FALL Count Col % Count Col % Count Col % Count Col %

Non-Resident Alien Black, non-Hispanic Native American 1 4.2% 1 2.2% Asian 2 4.4% Hispanic 1 4.5% 1 4.2% 3 6.7% White 16 72.7% 20 83.3% 35 92.1% 36 80.0% Other 5 22.7% 2 8.3% 3 7.9% 3 6.7% Not Reported Total 22 100.0% 24 100.0% 38 100.0% 45 100.0%

RESIDENCE 2000 FALL 2001 FALL 2002 FALL 2003 FALL Count Col % Count Col % Count Col % Count Col % Yavapai County 19 86.4% 17 70.8% 26 68.4% 33 73.3% Other AZ County 1 4.5% 5 20.8% 3 7.9% 4 8.9% Out of State 2 9.1% 2 8.3% 9 23.7% 6 13.3% Out of Country 2 4.4% Not Reported Total 22 100.0% 24 100.0% 38 100.0% 45 100.0%

RETURN STATUS 2000 FALL 2001 FALL 2002 FALL 2003 FALL Count Col % Count Col % Count Col % Count Col % Continuing 7 31.8% 9 37.5% 13 34.2% 13 28.9% Returning 4 18.2% 6 25.0% 8 21.1% 12 26.7% New 11 50.0% 9 37.5% 17 44.7% 20 44.4% Total 22 100.0% 24 100.0% 38 100.0% 45 100.0% LOAD 2000 FALL 2001 FALL 2002 FALL 2003 FALL Count Col % Count Col % Count Col % Count Col %

Part-Time 4 18.2% 5 20.8% 17 44.7% 5 11.1% Full-Time 18 81.8% 19 79.2% 21 55.3% 40 88.9% Total 22 100.0% 24 100.0% 38 100.0% 45 100.0% AGE 2000 FALL 2001 FALL 2002 FALL 2003 FALL Count Col % Count Col % Count Col % Count Col %

Under 20 2 9.1% 1 4.2% 6 15.8% 12 26.7% 20 to 24 5 20.8% 7 18.4% 5 11.1% 25 to 29 4 18.2% 4 16.7% 3 7.9% 4 8.9% 30 to 39 2 9.1% 8 33.3% 2 5.3% 5 11.1% 40 to 49 7 31.8% 2 8.3% 12 31.6% 6 13.3% 50 to 59 5 22.7% 4 16.7% 7 18.4% 12 26.7% 60 and over 2 9.1% 1 2.6% 1 2.2% Not Reported Total 22 100.0% 24 100.0% 38 100.0% 45 100.0%


E. Sedona International Film Festival & Workshop


F. Video Distribution Trends


G. Economic Impact Findings


H. Kodak Corporation

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