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Caption
15
Indicators:
Standard I, Standard II, Standard III, Standard VI, Standard V,
7.3s, 7.4s, 7.6s, 7.7s, 7.8s, 7.9s, 7.10s, 7.11s, 7.12s, 7.14s,
7.15s, 7.16s, 7.17s, 7.22s, 7.23s, 7.36s, 7.41s, 8.1s, 8.2s, 8.11s,
8.14s, 8.15s, 8.24s, 8.25s, 8.33s, 8.34s, 8.35s, 8.38s, 8.40s, 9.4s,
9.26s, 9.27s, 9.29s, 9.43s, 10.4s, 10.8s, 10.13s, 10.16s, 10.19s,
10.33s, 10.37s, 10.38s, 10.39s, 10.40s, 10.42s, 10.43s, 11.1s, 11.7s,
11.13s, 11.17s, 11.21s, 11.29s, 11.32s, 11.35s, 11.39s
Artifact
#15
Descriptors:
Video Technology, Web Authoring
Title:
Scene Analysis
Course:
Video Technology
Date Created:
March 30, 2003
Source:
Personally owned video of Forrest Gump, readings from TATC curriculum
Media:
Television, video cassette recorder, Dreamweaver web software
Description:
As a discussion in the Video Technology course, we were to analyze
a scene from a movie or television program for the techniques that
were discussed in the readings provided. Some of the techniques
we were to look for included the following:
Example of
matching action
Example of screen direction matching from shot to shot
Where screen direction changes in the scene
Examples of clean exits
How many times the camera angle was changed
I chose the
movie, "Forrest Gump" and the scene in which Forrest returns
home to his dying mother.
Rationale:
This first artifact is included here because it was interesting
to view a film I had seen numerous times; however, in a much different
way. Having read about different camera techniques and angles, I
focused more on the mechanics rather than the story. There are techniques
which I know now enhance the story. The concepts displayed in this
scene were simple which fit the mood. The dialogue was simple but
tender between a devoted mother and her son.
Implications
for future: This is an excellent activity for use early in the
video technology course. A basic understanding of the many techniques
and angles must be discussed. The class could view a scene together
to begin a group discussion and then move to an individual assignment
such as this one shown in my artifact.
Reviewers
Comments: Very nice and simple explanation of your scene and
the various analysis points. You picked a great scene to analyze,
and your analysis gave that scene new meaning to me.
Reviewer
Name: Shannon Bishop
Date Reviewed:
March 30, 2002
Title:
TATC Student
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Caption
16
Indicators:
Standard I, 7.6s, 7.7s, 7.9s, 7.10s, 7.15s, 7.26s, 7.36s, 7.41s,
7.46s, 7.47s, 8.1s, 8.2s, 8.3s, 8.5s, 8.6s, 8.7s, 8.11s, 8.15s,
8.16s, 8.18s, 8.19s, 8.21s, 8.22s, 8.23s, 8.29s, 8.32s, 8.33s, 8.34s,
8.35s, 8.37s, 8.38s, 8.40s, 8.42s, 8.44s, 8.46s, 8.47s, 9.1s, 8.2s,
9.3s, 9.4s, 9.5s, 9.7s, 9.8s, 9.10s, 9.11s, 9.12s, 9.13s, 9.15s,
9.16s, 9.17s, 9.19s, 9.24s, 9.29s, 9.30s, 9.33s, 9.34s, 9.35s, 9.39s,
9.40s, 9.42s, 9.43s, 10.1s, 10.2s, 10.3s, 10.4s, 10.5s, 10.6s, 10.7s,
10.10s, 10.11s, 10.12s, 10.13s,10.14s, 10.15s, 10.16s, 10.17s, 10.18s,
10.19s, 10.20s, 10.21s, 10.22s, 10.23s, 10.24s, 10.26s, 10.28s,
10.29s, 10.30s, 10.32s, 10.33s, 10.35s, 10.35s. 10.37s, 10.39s,
10.40s, 10.42s, 10.43s, 11.13s, 11.17s, 11.29s, 11.32s, 11.35s,
11.39s
Artifact
#16
Descriptors:
Video Technology, Web Authoring
Title:
Music Video
Course:
Video Technology
Date Created:
April 9, 2003
Source:
Recorded audio, digitally captured film footage, still photographs.
Media:
Compact disk, digital movie camera, CoolEdit Pro, Video Wave, Dreamweaver,
Adobe Live Motion.
Description:
This assignment was to create a music video to tell a story. We
could either capture the video or use a clip from another source.
I chose the capture the video myself instead of using other sources.
The purpose of the video was to feature or highlight the music for
promotion. I used a recording of "Watercoloured Ponies"
done by the contemporary worship group at my church.
When I began
this project, as with others, I had more ideas than I had skill.
I have many shots that are, as they say in the movie industry, "on
the cutting room floor." The clip depicts a family who watches
their only daughter grow up to "ride away" on the pony
we know as life. The scenes alternate from present day to past.
The scenes depicting the past are shot in black and white in order
to show the difference in time settings. I attempted to use different
camera angles to provide a more effective product.
Rationale:
I include this artifact as a "best work" because I actually
captured the video myself. It is entirely a labor of love. I have
the privilege of being a part of a contemporary worship group and
I used an actual recording of "Watercoloured Ponies."
The male singer is the Dad who is featured in the scenes. He recorded
this live on a Sunday morning when we recognized the high school
seniors. His only daughter was one of those seniors. It was a moving
experience.
Implications
for future: Young people love music videos. This would be a
wonderful activity for the advanced video technology student. It
is a project that could be done as a group activity and have students
take on specific roles such as producer, script editor, or sound
editor. This is an excellent way to introduce students to production
teamwork.
Reviewers
Comments: Don't be so hard on yourself. Look at what you have
accomplished. Capturing your own video, setting sound to it and
editing. That is A GREAT ACCOMPLISHMENT!!! I had tears in my eyes,
because I have 3 kids that will leave someday. Your video is very
touching.
Reviewer
Name: Marilyn Cadenhead
Date Reviewed:
April 11, 2003
Title:
TATC Instructor
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