6.6 - Finals

Three Parts:

1. Multiple Choice Vocabulary Test

Go to classmarker.com

Enter your user name

Your password will be provided after the rules are given.

2. Joey's Survey (please!)

3. Final Project

6.3 - Open Sources

Warm-Up
POTD
QOTD:
In your last week of school reflect on what do are you proud this year? What was an academic goal that you accomplished? Was there something that you did not accomplish that you hoped or planned to? What got in the way? What is a goal that you have for your finals or next year?

VOTD:
Open-source software (OSS) is computer software that is available in source code form that permits users to study, change, and improve the software. Some open source software is available within the public domain. Open source software is very often developed in a public, collaborative manner. The term open-source software originated as part of a marketing campaign for free software.

Open Source (research)
Intro: We don’t need to spend a whole bunch of C.R.EA.M. to have access to software. Instead, open source software can make your home computer into a powerful production studio! This summer can be very productive! Make your own movie on your camera phone. Record your own album with a $2 microphone! GetRDun.

Instructions: There are a number of open source applications that are free and effective. For each item on the following list, find at least one open source program that allow you to work on that task. Provide a link to the developers’ website. Post to your blog when finished.

Categories:

1. Word Processing (like Word)
2. Vector Drawing (like illustrator)
3. Photo Editing (like Photo Shop)
4. Music recording (like garageband)
5. Presentation (like Keynote)
6. Video Editing (like iMovie)
7. Web browsers (Like Safari)
8. Animation (like flash)
9. gaming (like psx)

Here is an example table:

Type of Software	Name of Open Source Software	Links
Word Processing (like Word)	Open Office	http://www.openoffice.org/
Vector Drawing (like illustrator)
Photo Editing (like Photo Shop)
Music recording (like garageband)
Presentation (like Keynote)
Video Editing (like iMovie)
Web browsers (Like Safari)
Animation (like flash)

6.1 - DEAD WEEK

Warm-Up
POTD
QOTD:
Please reflect on the following questions (full sentences would be amazing!):
1. What is your relationship with technology?
2. Has that relationship changed over the year? If so how?
3. Do you think computers will be a tool in your life after high-school? Why or why not?
4. What did you enjoy doing/leraning about this year in DMA? Why?
5. What do you think should be left out of DMA? Why?

The Final
Multiple Choice + Mini-Project
1. Multiple Choice (see ADMA S2 Vocabulary list to study)
2. Mini-Montage Project (to be done as part of the final)

This Week = Dead Week
The week before finals is spent reviewing and studying
We will be cleaning up after ourselves


Clean-Up
1. Google Site
Delete any inactive pages and links
Take a screenshot of your navigation bar when you have finished. Drop this screenshot in my drop-box (name it YOURNAME_CLEAN).

2. Student Server
delete any video clips (unedited, raw, BIG, files)
arrange files in hierarchy (year, class, project, etc.)
UD, if you want to save your work, be sure you bring a flash drive or similar storage medium.

What’s Up Tiger Lily?
An example of re-appropriation in film. 1960s Japanese spy film is re-dubbed and edited to become a comedy.
Critical thinking questions:
1. How is this movie similar to hip-hop or other sample based music texts?
2. How does the writer deal with stereotypes already existing in the film?
3. What role do the musical breaks have in the film? In other words, why are they there?

5.27 - Website Checklist

Warm-Up

POTD

QOTD: What did you think of the movie yesterday? Do you think that creating new life forms is worth the risk?

Website Checklist

see desktop.

Use today to make sure that you have all of your webpages complete and accurate. Use the checklist to verify that it is complete.

5.26 tech ethics & synthetic life

Today we will be looking into technology and ethics.

There was a recent breakthrough in DNA research and what is being called "synthetic life." Here are two news articles on the subject:

Video: DNA revolt? Scientists create first synthetic cell

Synthetic life: Dr Craig Venter seeking 'monopoly', claims gene ...

Based on the video you will watch in class ponder and answer the following questions (especially the last 3!):

Craig’s Questions:

1. What is Life?
2. Can we pare it down to its most basic components?
3. Can we digitize it?
4. Can we regenerate life or generate life out of the digital world?

Morgan’s Questions:

1. What is the ethical consideration of this technology? In other words:
2. What do we stand to gain from this technology?
3. What could we loose with this technology?

5.24 - School Selection

Warm-Up
POTD
QOTD: Based on your careers that you investigated last week, what kind of post-secondary (after high-school) education are you interested in? Create a list of five colleges that you would like to attend. Include a “dream” (difficult to get admitted into) school and a “safety” (relatively easy to get admitted into) school. Write a sentence or two about what draws you to each college you picked.

School Search
We will be conducting some research today on our top picks for school. Use on-line research to find the following information on each school:


1. Tuition (instate / out-of-state)
2. Location
3. Program Strengths
4. Campus Life
5. Extracurricular Activities

Here is one link to get you started:
http://www.usnews.com/rankings

Compile this information in a 6x6 table on your Google Sites’ “Researching Colleges” Page


Admissions
Find the admission requirements and application deadlines of each of your schools. Post this information in a 6x3 table on your “My Colleges” page.

BONUS:

Create a tribute page to each school you chose. Include images and information about the school.

Uploading Portfolio Work
Give people access to your best work.
Use:
Youtube (video)
Picassa (images)
google docs (writing)
soundcloud.com (audio)


5.20 - Resume, Skills & Links

Warm-Up (15 min)
POTD
QOTD:
Answer the following questions in paragraph form (answering these one by one will NOT look good):

1. What skills do you have?
2. Provide the amount of experience and level of each skill you identify.
3. Identify how you have used each skill you identify.
4. Think critically about how your hobbies and extracurricular activities have enhanced your skills (step/basketball/soccer = productive collaboration / work well with others)

For Example:


Over the course of the last decade I have enjoyed various opportunities to develop skills in diverse arenas. During my three years of studying and working in Beijing I developed a advanced level of Mandarin Chinese Language. In my work with Boston University, I was able to hone my skills in web development and online class production. Similarly, in working in Boston and Oakland high-schools, I was able to further develop my audio and video production technique, as well as my own pedagogy. Concurrent to these experiences I served as the junior varsity basketball coach, working with a small group of students developing a highly specific skill-set.

Resume and Proof

Making your resume will connect to two pages in your portfolio

1. The Resume page (duh!)
2. The links page

Everything listed on your resume page should be proved on the links page. Provide links to examples of everything listed under hobbies, skills, and interests.

Making the Resume (30 min)
While in high school you may not have a great deal of work experience, we all have a number of skills that we have picked up through working at home (child care, cooking, 2nd & 3rd languages) or participated in in you electives and art classes (public speaking, photoshop, video editing).

1. Open pages.
2. Choose the “resume “ category
3. Choose your preferred style of resume
4. Fill out resume with your profile (your goals paragraph will do), job experience, school and skills (the paragraph we wrote for warm-up)
5. The short paragraph under the job title, date and location is generally used for describing the job and its responsibilities.
6. Do NOT fill out full name, address and phone information!
7. Do include email address and URL of your website.

Links Page
Create a links page to accompany and provide proof for everything you claim on your resume. This applies to each of your jobs listed as well as your school and skills (if you claim that you have some experience editing video, provide a link to a video that you have edited).

Be sure to get the full URL for your link! You may abbreviate how the viewer will see your link, but if you don’t get the full http//www...they may never see your work!

Uploading Portfolio Work
Give people access to your best work.
Use:

1. Youtube (video)
2. Picassa (images)
3. google docs (writing)
4. soundcloud.com (audio)

5.19 - Goals and Careers

Warm-Up
POTD
QOTD:
In paragraph form, answer the following questions:

1. What do you want in life?
2. What do you intend to do to make these things come about?
3. What kind of work do you want to do? This can be a job (doctor) or a type of work (community worker).
4. What can you do to get closer to your goal in the next year?
5. What can you do about this in the next 5 years?

Por Exemplo:

My goal in life is to be a catalyst of positive change both for my community and myself. I have spent the last decade in education teaching English to non-native speakers and digital arts to high-school and college students. Currently, I am looking to further develop myself through working in an industry that will cultivate my artistic sensibilities. This summer I will be spending time researching sustainable micro-environmental film production in the Pacific Islands.

Sign In to Google Sites
1. Edit the My Jobs Page
2. Find at least two jobs that match your goals or interest you.

3. Use monster.com, craigslist.org, careerbuilder.com, etc. to search for the following information:

1. Brief Description of job
2. Salary & Benefits
3. Necessary Experience
4. Necessary Education
5. Other requirements

Uploading Portfolio Work
Give people access to your best work.
Use youtube, Picassa, google docs or other online file saving resource.

5.17 - The Future

Warm Up (20 min)
POTD
QOTD:
In a paragraph, write an introduction to your new website. Include the following.

1. Your First Name
2. Something about yourself
3. Your hobbies
4. Your high school
5. Your philosophy or passion in life
6. Your background
7. Something recent that you like

Example:
My name is Morgan however some people call me Mr. Morgan or teacher. The name Morgan can be traced back to Welsh language and is translated as one who lives by the sea. While I am not Welsh, and don’t plan to be, I do enjoy spending time near and in the ocean, streams, swimming holes, lochs, fjords and rivers. When I’m not teaching in a rapidly growing charter school I am at home playing Call of Duty Modern Warfare 2. I also like to make sample-based music and do so on the MPC 2000XL sampling workstation. I am passionate about governmental reform and am actively researching fractional reserve banking, fiat currency, and film theory. I grew up on a farm in Oregon milking goats as my parents ran a number of small businesses. I attended the great University of Oregon and graduated in the Department of East Asian Studies with a major is Chinese Languages and Literatures as well as a Masters in Education from Boston University. I have spent three years in Beijing studying and working and consider it my second, more polluted, home. As well as being a funky hip-hop junkie, I am also a fan of late 1970s German synthesizer music and love movies by Brian DePalma.

Google Sites
Create a new site for your school and professional life using google sites.
12th graders, I recommend choosing the “transition portfolio” template.
Name your site - Choose an appropriate name
You can change the URL of your site from the default
Choose a theme - choose a style for the colors and background of your site

The Home/Welcome Page
Select Edit Page
Copy and paste your welcome paragraph to the welcome page body.
Saved Changes

Manage Site
More Actions - Manage Site
Add a header logo

The Logo
Your logo should be something that will represent your site. You may choose to incorporate images with your text.

Use adobe Illustrator or Photoshop to create a logo for the header of your site.
Not typically bigger than 600px wide and 150px tall. If you are going bigger, there should be a good reason for it.

Uploading Portfolio Work
Give people access to your best work.
Use youtube, Picassa, google docs or other online file saving resource


Artist Statement - Draft Dodge

Warm - Up

POTD

Turn in your Artist Statement!

Here is our last chance to turn in your second draft of your artist statement. If you have not yet completed it, please post the second draft to your blog by the end of the day. I am not in today but I will be looking at your writing over the weekend.

If you still have not turned in a first draft, please print out a copy and have a classmate edit it. These peer edits will become your second draft to post on you blog.

If you have received a second draft back form me and have not yet made the changes, do so now. When completed please rename your file to "Artist Statement Draft 3 YOUR NAME" and drop in the appropriate drop box.

QOTD:

How did you like the exhibition? What could have gone better? Would you like to do an exhibition like that again?

OMM Artist Statement

One Minute Movie Artist’s Statement

Please write a five-to-six-paragraph artist’s statement based on your One Minute Movie. You are writing to clarify the meaning, choices, intentions and ideas expressed in your slideshow. Below are the questions that come from the ES GRADUATION PORTFOLIO. This is a GRAD PORTFOLIO TASK, and this can be submitted for your GRAD PORTFOLIO.

Use the following questions as a guide, but make sure the statement flows together as one, continuous piece of writing. Please write in full sentences. You DO NOT have to label each paragraph with the category name. You will get an “A” on this if you go beyond simply answering each question and write your thoughts in depth.

1st Paragraph – Point of View
What was the title of your short? Who’s point of view is the story told from? Briefly describe the story you told.
What is the protagonist’s goal or quest? Why is that goal important to the protagonist?
What are you trying to say in the story (in other words, what is the point)? Do you feel you were successful in communicating this message to your audience? Why or why not?

2nd/3rd Paragraph - Technique
Describe your story telling style. What technique did you primarily use to tell your story (camera angles, narration, dialogue, action, editing)? Give at least two examples of how you used this style of telling your story.
Describe the types of shots you used in your short. How did you choose the types of shots you used? Give at least one example of how a specific shot contributed to telling your story.
Describe any transitions, titles, or special effects that you used to enhance your story. What effect did you intend these to have on your story and the audience?
How did the audio (music, sound effects, dialogue, ambient sound) contribute to telling the story? Give at least one example of a sound that helped you tell your story and explain what purpose it served.
In making your short, what experimentation did you use?
With outlines, shot lists, storyboards, multiple drafts, peer review and deadlines, how did your short change over time?
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3rd Paragraph - Context and Connections
What or who inspired you to tell this story (this could be: movies, books, family stories, friend’s stories, myths, legends, T.V., anywhere else. Be specific)? What in these inspiring works did you use? List three examples and describe what or how they influenced you or your group.
What genre is your film? What kind of genre conventions did you use in your film?


4th Paragraph – Process
Describe your process. What steps, benchmarks, and/or goals did you go through to create your final draft of your short (see group stamp-list)?
Identify at least one piece of peer feedback you received and describe how it changed your short.
What were some of the things you learned through making this short (this could be: composition, audio recording, story boarding, angles, editing, etc.)?
What were your strengths in producing this project? Be specific about how it helped you.
What challenges did you face during your process? What strategies did you use to overcome them?

5th Paragraph – Evaluation and Reflection
How do you think you did at producing your project (use language from the rubric to evaluate your performance)?
What do you think is strongest about your project and what do you feel could be improved?

5.3 - View & Export

Warm-Up
POTD
QOTD: What is one thing that you can do today to improve your video?

Video Showing, Feedback & Selection
Submit a Broadband - Medium quality version of your edited film to receive feedback. We, as a class, will vote on the video that is most proficient.

IMPORTANT: Videos not shown in-class will NOT be shown at exhibition. Also, videos with content not appropriate for school (profanity, depiction of drug use, etc.) will not be shown at exhibition

Export and Turn-In
Export your video at FULL QUALITY after your video has been previewed in-class (file size is very large, save time may be up to a half-hour). Turn-in these large videos by transferring to Morgan’s External Hard Drive.


4.29 - Editing & Review

Warm-Up
POTD
QOTD:
Use the edit-chart.jpg (on your desktop) to answer the following questions.
When can or should you use a mix (also known as a dissolve)? When should you use a fade in or fade out?


The 3 Basic Types of Edit:
Cut:
No transition between two cuts.

Mix:
Two clips are blended together. The first clip becomes more transparent as the second clip becomes more opaque.

Fade:
On a fade-in, a solid color (usually black) is gradually replaced by a clip.
On a fade-out, a clip is gradually replaced by a solid color (usually black).

Any other edits are generally avoided unless the style of edit fits a specific purpose (no, looking cool or interesting is NOT a purpose).


Peer Review Previews

4.19 - Production, Day 2

Warm-Up (10 min)

POTd


QOTd: When is it OK to break the 4th wall?
VOTd:
Fourth Wall:
The fourth wall refers to the imaginary "wall" at the front of the stage in a traditional three-walled box set theatre, through which the audience sees the action in the world of the play. The presence of the fourth wall is an established convention of fiction and drama, which has led some artists to draw direct attention to it for dramatic or comedic effect. When this boundary is "broken", for example by an actor onstage speaking to the audience directly, or doing the same through the camera in a film or television program, it is called "breaking the fourth wall."

Quiet: Verbal cue to get ready to shoot. If you are recording with sound, you will want to make sure your actors can be heard.

Camera: Verbal cue to begin recording. It is good practice to begin recording 2-3 seconds before calling for “action.”

Action: Verbal cue to begin the action of the scene.

Cut: Verbal cue to stop the action of the scene. It is good practice to cut 2-3 seconds after the action of the shot is recorded.

Breaking the 4th Wall

Annie Hall Excerpt

Recording
We have:
- 3 HD cameras,
- 3 microphones
- 3 tripods
3 lights
2 dollies
Can you guess how many groups will record per class?


Uploading
Double Back Up:
When you have finished your shoot, import your clips to the desktop. From the desktop, copy your clips (they are in the iMovie Events folder) to the External Hard Drive. Once you have completed copying your clips to the hard drive, copy the clips to your server.

4.15 - Who Got the Props?

Warm-Up (10 min)
POTD
VOTD:
Golden Hour: The hour after the sun has risen and before the sun has set. During these times, the color and diffusion of natural light and are ideal for shooting.

Blocking: The plan the movements of actors on a stage or movie set. Used to coordinate the movements of the actors with the framing and movements of the camera.

Rule of Thirds: Dividing the frame into three horizontal and three vertical sections. It is common practice to: 1) align a subject’s eyes on the top horizontal line of the frame. And 2) place the frames most important elements on the intersections of these lines.

Continuity: Stable and without interruption or disruption.

Amassing our props and wardrobe (30 min)
Why did your main character change their sweatshirt in the middle of that conversation? Nothing ruins a movie quicker than a glaring continuity error. While we may shoot over the course of a week or more, we use specific wardrobe and props to preserve the illusion that your movies takes place in one continuous 

To begin shooting we need all our props and wardrobe that will fit the characters and scenes we have written.

Use the wardrobe and props sheet to design your character’s look and fully prepare for the scene.

!!END PRE-PRODUCTION!!

If you have received all of your stamps and are done with your pre-production, you may work on your BGP/GP work or:

If you have received all of your stamps in your project folder, you are ready to shoot. You may check out a camera, tripod and dolly from Morgan. Please check these items out and upload any clip to your server and the hard drive upon finishing your shoot.

REMEMBER: HD clip take a long time to upload!

4.12 - Titles & Storyboards

Warm Up (10 min)
POTD
VOTD:

Title Sequence:

A title sequence is the method by which cinematic films or television programs present their title, key production and cast members, or both, utilizing conceptual visuals and sound. It usually follows but should not be confused with the opening credits, which are generally nothing more than a series of superimposed text.

Technique Rubric (5)
A note about “advanced” projects: students must include some visual effect sequence or other creative sequence to achieve “advanced” in their technique rubric.

Titles (5)
Watch the Napoleon Dynamite title sequence. A creative (and cheap) example of creative titles.

Storyboards (65)
Use your shot list to create your storyboard. Remember, drawing skills don’t matter as much as proportion - i.e. be sure to make the size of your subjects heads fit the type of shot that you are making. Not every frame should look like a full shot!

4.8 - Styles and Shot Lists

Warm-Up （10min)
POTD
QOTD:
Is there a video or movie that has a similar plot or visual style to the one that you are planning? It’s always a good idea to draw inspiration from quality sources; find a clip on youtube that relates to your short in some way. Post the URL link or embed code on your blog and give a brief explanation of how your video relates to it (same subject, same style or genre).

VOTD: Use the following vocabulary word in an example sentence.
Genre: a category of artistic composition, as in music or literature, characterized by similarities in form, style, or subject matter.

Bad Shot List! (20 min)
Use the bad shot list to find the poorly thought out shots and camera movements. Insert your comments & corrections into the sections that are violating.

Style Study (20 min)
While making writing your outline you were asked which genre your film would fall into (horror, action, comedy, etc.). Using your memory, the internets and the following links to identify one, or more, plot convention or visual style element you will use in your short - post your findings with the link to your blog.

film noir: http://en.wikipedia.org/wiki/Film_noir#Visual_style
comedy: http://en.wikipedia.org/wiki/Comedy_film
all genres: http://www.statemaster.com/encyclopedia/Film-genre


Create Your Shot List (60 min)
Now that you have your objectives and beats, as well as some inspiration from other film styles, put together your shot list. Use the shot list template (on your desktop) to list your shots. This list will help you to keep track of your progress during production as well as help put the story into visual terms. REMEMBER: Each shot should have a specific purpose and motivation!

Print and save your shot list to your server when complete and earn a stamp!

4.7 - Objectives & Beats

Warm Up (10 min)

POTD
QOTD:
Using the following passage, identify the objective and beats on your objectives and beats sheet:

Mel comes to school early to find the classroom door locked and her teacher is nowhere to be found. She takes a seat in front of the class and takes out her binder. Thumbing through the pages she carefully brings a number of pages to the front of her binder and labels them with brightly colored post-its. She looks up and sees her teacher approaching her. Immediately rising to her feet, Mel greets the teacher and the teacher responds with a nod. Mel hands the teacher the binder and points out a couple of key pages and notes. The teacher nods in approval. The teacher reaches into her pocket and produces a stamp which she promptly uses on the students binder. Mel thanks her and scurries down the hall.

END

Identify Objectives & Beats (30min)
It’s possible that in your one minute short film, you will only have one objective (e.g. get the grade changed, return to normal size, cross the street). How many beats will it take to get your main character to achieve the objective?

With your group of three, identify and extract the objective and beats from your story. Change and details of your story if necessary.

4.5 - New Project Step 1: Screenplay

Warm Up (10 min)
POTD
QOTD:
If you had to tell a story in one minute what would you need to include? What would you leave out? Describe your favorite movie in one paragraph.

Know Thy Project (10 min)
Introduce Project

Watch It (15 min)
Watch 1 minute movies for inspiration.

Brainstorm (10 min)
What types of stories can be told in a minute?

Step 1: Write It (50 min)
In your group of 3 complete the following:

1. Concept: one sentence description of story “It is a story about a _____ who____”
Who is your main character?
What is he/she trying to accomplish?
Who is trying to stop him/her?
What happens if he/she fails?

Characters: Describe each of the characters in your story.
- What does he/she want, is going to get or going to achieve?
How does your character view the world?
Describe your character’s attitude?
What change will your character go through?

Plot: Draft the narrative of your story. Try to tell the story as you would tell a friend. Use visual imagery as much as possible.
Where does the story take place?
What genre is the story?
What is the point of the story?

Reflection (10 min)
In a few thoughtful sentences, please answer one or more of the following questions on your blog:
What did you learn today?
What is one thing that went well today and what made it go well?
What is one thing that went badly today and what could have made it go better?
What did you succeed at today?
What do you need to improve on for next class?
What questions do you have for Morgan?
What suggestions do you have for Morgan to make class better?

Spring Break Work

Watch some 1 minute films and get some inspiration for our next project:

http://www.filminute.com/2009/

3.24 - TURN IN PSA & THE GIANT

Warm-Up (10 min)
1. POTD
2. Get all clips for editing off your server

Video example (5 min)
Please show the following videos as a demonstration of what the PSA should look like:







Questions:
What worked well?
What could be improved?
Did they use the rule of thirds?

Elements of the PSA (5 min)
The PSA consists of editing together the following:

1. Title with the leadership skill and specific bullet point (title)
2. fade from black (transition)
3. the student reading their script (video)
4. "the more you know" star animation (this is found on my server in a folder called, "the more you know") (video clip)

Shooting and Editing the PSA (60 min)
1. Each student will shoot with a team of 3 to record their their PSA.
2. Teams are of 3: 1 actor, 1 cameraperson, 1 boom mic holder
3. Teams will enter the "studio" one team at a time, to record.
4. When a team is done recording they will exit the studio to upload their footage and allow the next team to record (all members of the team must have their script ready (written last class on their blog) in order to enter the studio)
5. Each team should take no longer than 10 min in the studio.

Class supplies:

1. We will need 2 cameras (one to shoot, one to upload)

2. 1 Boom Mic

3. 1 tripod

YOUR PSA AND THE GIANT ARE DUE BY THE END OF THE DAY

3.22.10 - PSA

Warm Up (15 min)
P.O.T.D.
QOTD: Choose a leadership skill bullet-point and put it into your own words. Write in a language that will be understood by 9th graders. This will be your script for your PSA.
VOTD:
Write an example sentence of each of the following vocabulary words.

Gravitas: Seriousness.
Boom Mic: A microphone attached to a long pole used for recording audio.
Head Room: Literally giving the appropriate amount of space above the head in a medium close up. However, head room also includes using the rule of thirds to line up eyes to the top third of the frame.
Tripod: A three legged stand used for stabilizing cameras.

Interview Composition (15 min)
Head Room
Rule of thirds
Lighting
Camera Angle

PSA Video Examples - (10 min)
video examples for stylistic reference

Complete Editing - The Giant
Each student is responsible for editing their own version.
Add title and credits
Add soundtrack

Write and film your own PSA (60 min)
Each student is responsible for writing their own version of the video.

Record in the studio with the HD camera and external mic.
Need a rotating group of 3 to record (boom mic, camera, actor)
PSA should be no longer than 30 seconds.

1. Choose a bullet point from a leadership skill as what you will be informing your audience.
2. Use “the more you know” as a stylistic template.
3. Be super-serious.
4. Tell the camera about the leadership skill you are choosing.
5. Show the logo animation (see the more you know animation.mp4)
6. Export using Quicktime, Broadband - High

3.18.10 - Shoot & Edit the Giant.

Warm -Up (10 min)
POTD
QOTD
VOTD:
Looping:
Recording audio or dialogue not captured during filming. Also called automatic dialogue replacement (ADR) or dubbing.

Announcements (5 min)
April 22 film festival.

Editing (60 min)
Complete filming and editing your The Giant shorts
Each member of your group must produce their own edited version of the short to receive credit.
Remember to include:
1. A Title
2. Credits
3. Soundtrack
4. Sound Effects

Viewing (15 min)
Let's prepare and get inspired for our 1 final video project.

World’s best 1 min shorts of ‘09.

3.16.10 - Shooting and Uploading

Warm -Up (15 min)

POTD
QOTD: Would you like to be a part of a film festival? What would you like to say if you only had 1 minute to say it?
VOTD:

Cinéma vérité: A style of filmmaking stressing realism. Well known for its handheld camera shots.

Green Screen Experiments (10 min)
How can we make this giant big?
Remember your technology limitations.

Shot List & Storyboard Check (20 min)
In order to receive a camera you must have a complete shot list and storyboard.
Lay out your entire storyboard. See if you can tell what is happening from the cells you have drawn. If during your examination you find that there is a part of the story that was skipped over, add another shot to your shot list and sketch out a new panel on your storyboard.

Filming (50 min)
In groups of 3, record your "The Giant" shorts.

Uploading to Group’s Server (20 min)

Organizing (XC)
Go into your student server and clean up a bit.
Use labeled folders to organize work by year, class, and project.
Delete any unused folders.

3.11.10 - Objectives, Beats, Shots and Boards

Warm-Up (10 min)
POTD
QOTD: So far we have looked into editing, filming, writing (hero’s journey & beats & objectives), and special effects (green screen). Are there any other video/film related subjects that you are interested in?
TASK:
Place all fashion show clips on your desktop for editing!


Complete Objectives and Beats (20 min)
Ask notetaker to get notes from last class (Wednesday), continue to take notes.

Making the Storyboard (10 min)
Considerations of shooting with chroma key effects.
1. Chroma key shots are made up of two or more composites so we must plan out even more.
2. Reaction and timing of composite to GS shot must match
3. Scale of composite with GS shot must match
4. Angle of GS shot + Composite angle must match

--Break Into Groups of 3--

Alter story objectives and beats
Based on the changes you made yesterday, rewrite the objectives and beats to match your story. You may film more than one version and edit together different “cuts” of the same film.

Develop Shot List & Storyboard (60)
With your group, develop your shot list and storyboard.
- Shot lists should include: description of the shot, the camera angle and movement, and who or what is in the shot (props, special fx, etc)
- Storyboards should include drawings based on the shot list that are drawn TO SCALE. This is especially important when compositing green screen footage as we may shoot the two shots on different days.

Remaining time will be dedicated to editing of fashion show videos. Last day to turn in Q3 work is Friday March 12th.

3.10.10 - Shooting script to Shot List

Warm Up (10 min)
P.O.T.D.
Reading:
Shooting Script (see your desktop).
QOTD:
What would you like to see added to “The Giant” story? Post response to your blog.


Class/Group Project (30 min)
Students work together to create a story that implements chroma keying effects.
1. Develop a story that uses background replacement, scale shifting, and or magic.
a. Identify objective and beats of the story (together)
b. In small groups, use shot list template to create a shot list. copy and paste shot list to your blog and save copy in student servers for credit.

3.8.10 - Special Effects and Chroma Keying

Warm-Up (15 min)
Students log-in and complete the following independent tasks:
1. P.O.T.D.

2. Q.O.T.D.:
Think of a film or T.V. show you have seen that uses green screen. What did they do with it? What effect did it produce?


3. V.O.T.D.:
Write an example sentence and a synonym (if applicable) for the following words.

chroma key: Chroma key compositing (or chroma keying) is a technique for compositing two images or frames together in which a color (or a small color range) from one image is removed (or made transparent), revealing another image behind it.

scale: Proper proportion: 

composite: the process of digitally assembling multiple images to make a final image, typically for print, motion pictures or screen display. It is the evolution into the digital realm of optical film compositing.

Key light:
The key light, as the name suggests, shines directly upon the subject and serves as its principal illuminator; more than anything else, the strength, color and angle of the key determines the shot's overall lighting design.

Fill light:
Shines on the subject from a side angle relative to the key and is often placed at a lower position than the key light (about at the level of the subject's face). It is usually softer and less bright than the key light. Not using a fill at all can result in stark contrasts (due to shadows) across the subject's surface, depending upon the key light's harshness.

Back light:
A.k.a. the rim, hair, or shoulder light. Shines on the subject from behind, often (but not necessarily) to one side or the other. It gives the subject a rim of light, serving to separate the subject from the background and highlighting shape.

Background light:
Placed behind the subject(s), on a high grid, or low to the ground. Unlike the other three lights, which illuminate foreground elements like actors and props, it illuminates background elements, such as walls or outdoor scenery. This technique can be used to eliminate shadows cast by foreground elements onto the background, or to draw more attention to the background. It also helps the camera give depth to the subject.

3-point lighting:
By using three separate positions, the photographer can illuminate the shot's subject however desired, while also controlling (or eliminating entirely) the shading and shadows produced by direct lighting.

Chroma Key Applications (15 min)
We will examine visual effects in film. Specifically how, and to what effect, chroma keying is used.
Video - history of chroma key

Considerations for chromakeying (10 min)
We will hypothesize possible problems in shooting a chroma key shot.
See Jahlil’s Green Screen Demo
Possible problems:
1. reflection, same color
2. uneven lighting (shadows, hotspots)

Lighting - How to light a chroma shoot (30 min)
We will examine how to light a chroma key shot.
Together Let’s:
1. Set up the camera for capturing the subject & screen.
2. Light the screen and subject with 3 point lighting.


Class/Group Project (30 min)
Students work together to create a story that implements chroma keying effects.
1. Develop a story that uses background replacement, scale shifting, and or magic.
a. Identify objective and beats
b. Create a shotlist.

Standard:
Skills, Processes, Materials, and Tools 2.1: Create original works of art of increasing complexity and skill reflect their feelings and points of view.

3.4 － edit & extra credit!

Warm - Up (15 min)
1。 GET YOUR CLIPS ON YOUR DESKTOP!

2。 P.O.T.D.
3。 V.O.T.D.:

After discussing the definitions, write an example sentence for each one of these vocabulary words.

1. Jump Cut: Two shots are taken of the same subject from a slightly different angle.
2. Cut On Action: The second of two shots continues the action of the first.
3. Match Cut: When the final appearance of shot A is similar to the first appearance of shot B.
4. Cutaway: The interruption of an action by inserting a shot of something else. It is usually, although not always, followed by a cutback to the first shot.

Announcements (5 min)
1. Last Day to turn in work, 3.12.
2. WASC in the class next week, be on point!
3. March 4th movement today

Editing “The Change”

Each student should have their own version of this short edited and turned in to my drop box.
Use your clips from Monday to edit together your second short.
You may add or take away shots that your feel are unnecessary to telling the story.
Feel free to add any theme music (my server, your server)or sound effects (findsounds.com) you think will add to the story.
Export as broadband medium and drop in my drop box for credit.

Editing Fashion Show (Remaining time)
Download your clips from the student server.

Use your Spanish audio track as the audio for the film.
This is an extra credit project! Since we have not had many video projects this quarter, this could raise your grade significantly.

3.11.10 - The B. + Viewing "The Cross"

Warm up (15 min)
P.O.T.D.

V.O.T.D.:

Write a synonym and make an example sentence for each of the following vocabulary words.

-Juxtaposition: Placing of two things side by side to compare or contrast. In film, this is done by editing two different clips; these clips, when juxtaposed, then produce a third meaning.

Cut: The end of one shot and the beginning of another shot.

Camera Lotto (5 min)

Shooting the storyboard (30 min)
Use last weeks storyboard to shoot your second short.
You will have the following roles to assign to your group:
cameraperson
actor 1 (student)
Organizer / Actor 2 (teacher)

Uploading and Editing (30 min)
Import and save your clips to your server, as well as the servers of your group members. We will watch “The Cross” while we wait.

Editing Fashion Show

Whilst your group members import and upload your clips from today, find your clips from the fashion show. Save them to your server. Use your Spanish audio track as the audio for the film.

2.25.10 - Shot-list to Storyboard

Warm-Up (15 min)
POTD
QOTD
VOTD:
beat: A segment of story built on shots and contributing to a scene’s objective.

Part 1 - Shot-list to a Storyboard (20 min)
Use the paper storyboards to illustrate the shot list we created.

Part 2 - Using Storyboards Effectively (10 min)
Cut your storyboard up into its panels (one sheet has 6 panels). Group these panels by similar shots and angles. For instance, if shot #2 and shot #9 are close-ups of the protagonist's hands, we can shoot those two shots one after another without setting up the camera at a new position.

Film in groups of 3 (20 min)
1. organizer/director/producer (in charge of determining the order of shots and what is necessary in each shot)
2. camera
3. actor

Uploading to your servers (20 min)
Every person in your group needs to have a copy of the clips for editing before next class.

Viewing (15 min)
The Cross

2.22.10 - Completing and Returning

Warm - Up (10min) - Lecture and response
Vocabulary Review
Satire: Horation and Juvenalian
Retrieve Papers and Review film questions and goals.


Hollywood Shuffle - Part 2 (60 min) - Film and questions
Satirizing Stereotypes
use a note pad and paper to record stereotypes (number and describe the stereotype being satirized)
the student to find the most stereotypes will receive a prize
we will take frequent pauses to discuss the stereotypes on screen.

Guiding Questions:

1. What Is Townsend satirizing?
2. What type of satire is he using?
3. Why do you think he chose these subjects to satirize?
4. Do you think his criticisms are fair? That is to say, do you agree with what he is trying to say?

Turn-in answers to questions at end of film. 


Review Class Shot List (10 min) - Class activity
Hierarchy of Film
Purpose of Beats 
Purpose of Shot list


Complete In-Class Shotlist (20 min) - Class activity

2.18.10 - Satire & Stereotype

Warm-Up (10 min)
P.O.T.D.
Print out Vocabulary words (Camera vocabulary)
V.O.T.D. -
Vocabulary test = canceled
build vocabulary wall for camera angles, distances and movements.
pair attack a word to find the following: synonym, an example (my sentence),
- Print and post to room after completion


Brief timeline according to wiki: (Prezi? 5 min)
Egypt - Papyrus Anastasi 1 (2000 BC)
Greco-Roman - Aristophanes (author of The Birds 441 BC), (Juvenal & Horace)
Arab - Avarice and Avariced (Al-Jahiz)
Early Euro - Johnathan Swift, Gulliver’s Travels
Early American - Mark Twain
Modern -? (Keenan Ivory Wayans, Zucker Bros., )


Part 1 - Satire & Social Commentary (15 min)
What is satire?
What are the different classifications of satire?
How do we use satire in our everyday?
Where do we see/hear satire?
What is the role of satire in film?
What do satirical movies attempt to do?
What are they criticizing?
Where are they effective where other genres (straight comedy, drama, etc) fail?


An Example - Hollywood Shuffle: Part 1 (70 min)
Satirizing Stereotypes
use a note pad and paper to record stereotypes (number and describe the stereotype being satirized)
the student to find the most stereotypes will receive a prize
we will take frequent pauses to discuss the stereotypes on screen.

Guiding Questions:
What Is Townsend satirizing?
What type of satire is he using?
Why do you think he chose these subjects to satirize?
Do you think his criticisms are fair? That is to say, do you agree with what he is trying to say?

2.16.10 - Creating shot lists

Warm Up (10 min)

P.O.T.D.
QOTD: In terms of making a film, what is a beat? Read the following link (http://en.wikipedia.org/wiki/Beat_(filmmaking). Give your definition of a beat in your own words.

Part 1 - The hierarchy of film (5 min)
Download the following:
HierarchyofFilm.pages


Part 2 - Reading TttT (30 min)
TttT David Mamet On Directing pg. 1-7 and answer the following questions on your blog:

1. Mr. Mamet Describes two ways to make a movie. What are they?
2. Uninflected is defined as something NOT changed by tone or pitch? What does that mean in film?
3. Mamet says we, as storytellers, should “let the cut tell the story.” What does that mean? 4. What is a shot list most similar to?
5. Mamet gives this as an example of something you can not film without narration:”Nick, a young fellow in his thirties with a flair for the unusual.” Why would this be impossible to film without narration?
6. Why, according to Mamet, has steadycam hurt film?
7. How is a film like a dream?

Part 3 - Whole Class Shot List (20 min)
Together as a class, develop a shot list of uninflected images.

Part 4 - Create Your Own Shot List (35 min)
In your small groups, create beats and a shot list for the provided super-objectives. We will storyboard and film these shot lists next week.

2.11.10 - editing and adding sound

Warm - Up (10 min)
1. POTD
2. Vocabulary (same as last class, download here, and go here to read and begin to fill-in, continued on Monday)
3. Get all clips on your desktop ready to import to your imovie

Transferring files - (15 min)
If you do not have clips, or did not upload yet, use this time to do so. EVERY STUDENT needs to have their own set of clips to edit to complete this project. IF YOU DID NOT COMPLETE FILMING USE SOMEONE ELSE’S CLIPS.

Detaching and Deleting the Audio Track (5 min)
1. Drag a clip to the Timeline
2. Right-click on the clip
3. Select “Detach Audio”
4. Click on the audio portion of the clip (below the thumbnail, purple)
4. press delete or right-click and select “delete selection”
Here’s a video:

Editing in iMovie (40 min)
Use the shotlist (The Cross, click here to download) and your storyboard (found in a manila folder on the media cart) to edit together your clips.

As we talked about last class, everything you do should have intention. Including the angle, distance and movement of the shot as well as the length of the shot.

Adding Music and Sound Effects (10 min)
You have two main sources to download your sound effects
1.Go to findsounds.com - (right-click and “download linked file as”, then drag and drop to your timeline).
2. Or, use the music note on your iMovie to access iLife’s sound effects. Again, drag and drop to add sound effects.

I have also placed the "Ultimate Breaks and Beats" folder on the teacher Server. If you would like theme music, and you don't have your own, please use a song from there.


Credits (5 min)
Add credits to the end of your movie.
Include:
actor(s)
director
cameraperson
writer (me!)

Exporting and Saving (15 min)
BE SURE TO SAVE ENOUGH TIME AT THE END OF CLASS TO EXPORT YOUR MOVIE AND DROP IT IN MY DROP BOX FOR CREDIT. Name your file “YOUR NAME_ The Cross”. EXPORT USING QUICKTIME BROADBAND - MEDIUM. THIS ASSIGNMENT IS DUE TODAY.

2.10.10 - The Grammar of Editing

Warm Up (20 min)

POTD

Vocabulary:

Please download the following worksheet to complete the editing vocabulary (test next Wednesday!). We will look at each of these next class to fill in any gaps that remain after today. For now though, go to http://www.aber.ac.uk/media/Documents/short/gramtv.html, to find definitions for each of these.

Editing%20Techniques%20Sheet.pages

here is the list of word sfor those of you playing at home:

Cut

Matched Cut

Jump Cut

Motivated Cut

Cutting Rate

Cutting Rhythm

Cross-Cut

Cutaway (CA)

Reaction Shot

Insert

Buffer Shot

Fade

Dissolve

Superimpositions

Wipe

Inset

Split Screen

Stock Shot

Invisible Editing

Part 1 - Getting your clips (20 min)

Get get your clips from your group members into your own server. Remember, each member of your group will edit their own version of the film short. You should be saving your clips into your own student server for safe keeping.

2.8.10 - compose with INTENTION

Warm-Up (10 min)

POTD

QOTD: What does it mean to have intention in something you do? When you are shooting video, how do the intentions of the people creating video show? What does it mean when things happen that aren’t intentional?

Part 1 - Mini-Presentations (45 min)
With a partner, use the below website to give a mini-presentation on your topic (provided by dear teacher).

http://digital-photography-school.com/digital-photography-composition-tips

Your presentation should be brief, include an example, and answer the following questions:

1. What is this topic?
2. How is it used in photography (and in video)?
3. How is it supposed to help or improve an image?
4. What happens if I don’t use it?

Part 2 - Typing Practice (45 min)
Use the online tools to get speedier!
http://www.powertyping.com/

select QWERTY!

2.4.10 - Storyboards & Shotlists

Warm-Up 10min
POTD
QOTD:
What is a storyboard?
What are arrows used for, or, how do they help?
What information should be written under the drawing?
If you need some help answering these questions, go to:
http://en.wikipedia.org/wiki/Storyboard

Part 1 - Shot lists and Storyboards (20 min)
With your group, use shot-lists to complete the storyboards to pre-produce your next video.

Shot-List: The%20Cross.pages

Storyboards: Storyboard%20Template.pages

Part 2 - Camera lottery (5 min)

Part 3 - Shooting (30 min)
Use storyboards and shot-lists to organize your shoot.

Part 4 - Uploading (15 min)
Import, export and save to all group member’s servers. You will be editing next class.

2.1.10 - Stereotypes & Cinema

Warm-Up - 10 min.
POTD
QOTD:
1. What are some stereotypes that you see in film? Have you seen these stereotypes in more than one film?
In horror films, why does the black guy get killed first?
What is a blaxploitation movie? Give an example. What makes this film “blaxploitation?”


Part 1 - Movie (part 1) - 50 min
How to Eat Your Watermelon In White Company and Enjoy It.

1.27-28 - 1st video editing session

Warm Up (10 min)

POTD

Begin downloading your movies from your server to your desktop

QOTD

Part 1 (5 min)

Importing movies into iMovie

Part 2 (5 min)

Turning on advanced settings

Part 3 (60 min)

1. Edit together all of your shots from your abstract video shoot on Monday (or Tuesday)
2. Create a title for your movie. Call it "YOUR NAME ANGLES SHOTS MOVEMENTS"
3. Create a title for each shot
4. Export to Quicktime > Broadband - Medium
5. You may or may not choose to save the imovie project file to your server (definitely DO if you did not finish today!).
6. Drop the .MOV file in my drop box (and save a copy for yourself) for credit.

Please reset your computer and tuck in your chair when done.

1.25.10 - rework the angles shots n movements

Warm-Up - 10 min
vocabulary review
POTD
QOTD:
What is your strength in making video projects (editing, camera, lights)? What do you think you need to work on more to make a better video?

Part 1 - The camera lottery System (5 min)
Names are drawn our of a hat to determine camera to user. Nine total cameras.
Do it.

Part 2 - Vocabulary Quiz (10 min)
Classmarker.com
Camera Test

Part 3 - Importing and Exporting / 10 min)
Join Group. Students film a 10 second video. To prove import and export skills. Groups of 3 (camera, grip, subject).

Part 4 - Abstract with all Angles, Shots & Movements. (30 min)
Students will be given an object to shoot from all different angles, using all of the shot distances (possible), and with all of the camera movements defined last week.

Part 5 - Import, Export & Save. (20 min)
Students will import their raw footage into iphoto. Export to the desktop and save to their 3 group members student servers. Next week each member of your group will edit one version of this abstract project.

1.21.10 - Angles, Shots & Movements

Warm Up - 15 min
POTD
VOCAB TEST NEXT MONDAY/TUESDAY
QOTD: fill out as much of the Camera Angles, Movement & shots sheet as you can. we will post the complete version to your blog a the end of the period for credit.

Download here: Camera_Angles_Shots_Movements.pages

Part 1 - The Camera Angles (10 min)

Think of the camera as an eye. When you look at people from different angles or distances you notice different things about them. For instance, seeing a person in a long shot might give you a better understanding of the character’s environment.

Different Angles have different meanings.
(two volunteers one actor, one cameraperson(rotating))

1. low angle
2. high angle
3. level angle
4. eye-level angle
5. dutch or batman angle
6. rack focus

Part 2 - Shots (10 min)
The distance of the camera to the subject has different meanings think of these shots on a continuum (far left extreme close up, far right long or establishing shot).

Need 3 volunteers (two subjects, one cameraperson (rotating))

1. extreme close up
2. close up
3. medium shot
4. one shot
5. two shot
6. over-the-shoulder shot
7. full shot
8. long shot
9. establishing shot

Part 3 - Movements (10 min)
When you move the camera it changes the way the audience sees the subject(s). For instance, dollying into a close up may suggest becoming more intimate with the subject or getting into something more private.

The movement of the camera can convey different meanings.
Need two volunteers (one actor, one cameraperson)

1. tilt
2. pan
3. cant
4. zoom in
5. zoom out
6. dolly in
7. dolly out
8. tracking

Shot Analysis Video in 3 parts (10 min)
Further Exploration of shots and angles through looking at masterworks.
Use these to help complete your worksheet.

1.19.10

Warm-Up 15min

Q.O.T.D.:

As we start a new semester, and looking back on last semester, what is one thing that you intend to do differently? Make this goal something you can measure, realistic and specific.

P.O.T.D.

Vocabulary:

zoom

pan

tilt

cant

close-up

medium-shot

long-shot

two shot

tripod

dolly

tracking

white balance

sync

green screen

chroma key

Part 1- The Digital Cameras (10 min)

3 types of camera in the school

Still/video - good for images & importing, bad for sound

SD video - good for importing, bad for sound

HD camera - good for picture + sound, LONG IMPORT TIMES

Pass around and encourage experimentation with menus and settings. The more you know about the camera the less magic it is.

Par 2 - Best Music Videos (20 min)

Four of my favorites all have something in common, the long tracking shot.

Janet Jackson - When I Think of You (highly choreographed)

Massive Attack - Unfinished Symphony (longest? some un-choreographed?)

Pharcyde - Drop (reverse!)

Lil’ wayne - A Milli (choreographed?)

Part 3 - Favorite music video? (40 min)

Use youtube to find you favorite video. Use the “embed code” to put it on your blog in the HTML view. Watch the video and respond to the questions below; paste those responses on your blog as well.

1. What is it that you like about the video (the visuals)? Be specific.
2. What makes the video unique? In other words why did you pick it over all of the other videos on the internets?
3. What is the setting of the video? What does this setting say about the artist(s)?
4. Are there any extras in the video? What purpose do they serve?
5. What is the general plot / story of the video?
6. How does the video relate to the song?
7. Is it important that the video relates to the song?
8. What camera movements and angles are used? Why do they choose these camera movements?
9. What kind of lighting is used in the video? How does it effect the mood of the video?
10. What do you think was technically difficult in making this video?
11. What do you think was technically easy in making this video?
12. What is the best part of this video?
13. What is the worst part about the video?
14. What would you do differently if you were making this video? Would you use the same setting, props, costume, extras?
15. What is one thing that you want to stay the same?