Standards X

Video Technology

The video technology teacher has the knowledge and skills needed to teach the Foundations, Information Acquisition, Work in Solving Problems, Communication strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in video technology, in addition to the content described in Technology Applications Standards I-V.

I learned more in this class than in any of the others, perhaps because I started at zero, having no previous experience in the subject. Even though I have a professional in video in the family and another family member who plans to work in film production, I must confess I had never stopped to consider the artistic and technical aspects of such occupations. Now, I can not view a movie, TV show, commercial, or personal video project the same. I have learned to analyze many of the elements it takes to make a film. I am beginning to appreciate it when the film is done well and what makes it so.
For the first time, I listened to what my brother said as he spoke at the seminar in Oklahoma. However, I did not realize how it had influenced me until I reflected upon what I considered the two most important guidelines for video production. As I was developing plans to shoot my music videos, I found that the concept that was guiding my thoughts and ultimately changing my plans was that video should tell a story. I actually shot three videos with that in mind. The second guide was that film should make the viewer feel.  I narrowed down my selection to two videos by deciding they evoked contrasting emotions.
The majority of the learning took place in the shooting and planning. Readings and lectures on the concepts had framed basic concepts, but the real-life circumstances that present themselves on the scene are the real lessons. I will certainly encourage my students to have many of these types of experiences.

Artifact #15 / Artifact #16

Caption 15

Indicators: 8.14s, 8.15s, 8.25s, 9.28s, 10.4s, 10.6s, 10.7s, 10.9s, 10.16s, 10.19s, 10.28s, 10.35s, 10.37s, 10.39s, 10.40s, 10.42s, 11.1s, 11.10s, 11.12s, 11.19s, 11.29s

Artifact #15

Descriptors:  Analysis; Vocabulary; Use of Electronic Sources; Web Page; Download Video

Title: Scene Analysis - Gosford Park

Course: Video Technology

Date Created: March 29, 2003

Source: Internet, DVD movie "Gosford Park" by Universal, USA Films, and my own understanding.

Media: Web page, QuickTime movie

Description: Using the award-winning "Gosford Park", I analyzed scenes of the movie  for use of filming techniques. I searched for both the ways the techniques were used correctly, and also for any miscues. Types of shots are listed with detailed explanations of how the shot exemplifies the techniques. 

Rationale: One should realize how correct techniques are applied to video production. In viewing a quality film with an eye for how these concepts are administered, one better appreciates the job done by the cameramen and the editors. At the same time, we might also view films that have glaring mistakes in them that hamper the visual experience. This type of exercise crystallizes the concepts that are otherwise just on paper.

Implications for future: This is an excellent exercise for beginning students. It certainly deserves a place in any video production curriculum. Personally, too, it has heightened my awareness of the filming process and my appreciation of the cameramen and editors that assemble movies.

Reviewers Comments: Way to go, Beverly!!! You did an awesome job!!! I totally agree with this statement: "Once  you have the name for something, you can see it. The techniques of film become a 'Joshua Tree'."

Review Name:  Leah H. Franco
Date Reviewed: March 30, 2003
Title: Channel One Learner

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Caption 16

Indicators:  7.45s, 7.46s, 8.37s, 8.46s, 9.8s, 9.16s, 9.28s, 9.34s, 9.42s, 10.1s, 10.4s, 10.6s, 10.7s, 10.9s, 10.10s, 10.12s, 10.13s, 10.14s, 10.15s, 10.17s, 10.18s, 10.19s, 10.20s,10.21s, 10.22s, 10.23s, 10.24s, 10.26s, 10.29s, 10.30s, 10.31s, 10.32s, 10.33s, 10.34s, 10.36s, 10.37s, 10.38s, 10.39s, 10.42s, 10.43s, 10.44s  

Artifact #16

Descriptors: Video; Filming and editing; Sound editing; Use of Electronic Sources; Web Page; Storyboard; Types of shots; Elements and principles of design; Audience typed; Streaming video; Compression.

Title: "He called her on the phone...."; and "The Life of a Volleyball"

Course: Video Technology 105

Date Created: April 14, 2003

Source: Original film taken with a digital video camera and downloaded using a Dazzle 80; video and sound editing software, songs by Queen and by Lonestar; and my own creativity.

Media: FrontPage web page; VideoWave and Cool Edit 1000; and Windows Encoder. 

Description: Two videos were shot using a digital video camera. The films were planned by creating step-by-step storyboards that coordinated planned shots and scenes with parts of a song. The types of shots were planned using concepts of video production learned from readings and from attending  part of the News Photographer Professional Association's seminar in Oklahoma during March 2003. Production was managed through an outline that detailed such elements as collecting together props, camera equipment, locating actors, and scouting locations. Permission forms were acquired from persons involved. 
The films were planned with three objectives in mind: 1) to experience the many lessons that original filming has for the student while keeping in mind the elements of video productions such as variety of angles and types of shots, Rule of Thirds, lighting, and continuity; 2) always remember that the objective is to tell a story; and 3) remember the professional rule which, in summary, says, "they will only remember what you made them feel."  This in mind, one video was shot that created a sense of humor, while the other was intended to leave one sad. Both told a story with a twist at the end.

Rationale: I chose this as my best work. I believe I came further in this course than in any of the others simply because I started from scratch. I had no previous experience at all. Because of this experience I came to understand the media and appreciate both the technical and artistic challenges it poses. I learned more about myself during this time. I was forced to "go out into the world" and film; to negotiate with actors and deal with unanticipated circumstances. I had to intricately plan the project even though I am not an organized person. And even in the planning, I came to know that nothing ever goes as planned. I found myself dealing with different shots by standing on ladders, hanging over an overpass, sitting on a gym floor, filming out the window of a moving car and laying on top of my SUV. I learned that I had two needs: one was to tell a story; the other was that I had to have a twist at the end of the story. Both videos became very personal to me, not only because of the work I put into them, but because of the messages I wanted to convey - one humorous, one sad. 

With two very different types of stories to tell, the camera must make very different types of shots in very different locations. The realities of film present themselves only when one is shooting original footage. Likewise, the importance of the editor is learned as she must take the original footage with all its mistakes and retakes, and unexpected elements, and create a smoothly flowing story that coordinates with a music track. Together, the two create the intended emotional impact.

Implications for future: My knowledge of video production will certainly be used to create better family productions, but the hope is to have a class in which I have the opportunity to share what I have learned and to continue to learn more about this fascinating method of communication and self-expression.

Reviewers Comments:  "Wow! Those were 2 great videos. That song by Lone Star is always a gut wrencher every time I hear."

Review Name: Shannon L. Bishop
Date Reviewed: April 15, 2003
Title: Channel One Learner

Reviewers Comments:  THIS IS GREAT! I loved the angles/perspective of your filming!

Review Name: Janice K. North
Date Reviewed: April 15, 2003
Title: Channel One Learner

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