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Kathleen Markwardt
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Indicators: Standards I , III, and IV; and TA TEKS 9.7s, 9.8s, 9.10s, 9.11s, 9.12s, 9.13s, 9.21s, 9.25s, 9.27s, 9.28s, 9.29s, 9.31s, 9.33s, 9.35s, 9.37s, 10.3s, 10.4s, 10.9s, 10.14s, 10.16s, 10.17s, 10.18s, 10.22s, 10.25s, 10.26s, 10.29s, 10.30s, 10.32s, 10.33s, 10.34s, 10.35s, 10.36s, 10.37s, 10.40s, 10.41s, 10.42s, 10.43s, 11.7s, 11.10s, 11.11s, 11.12s, 11.19s, 11.20s, 11.21s, 11.24s, 11.27s, 11.28s, 11.29s, 11.35s, 11.39s. Descriptors: Mood Video with integrated audio file, storyboard, credits, all presented as a web page. Title: Mood Video: "Ahhh" Course: 105-1 Video Technology Date Created: March 26, 2003 Source: Group Project with individual components Media: Web Page (Adobe GoLive 6.0), Video (MGI Videowave 5.0), Audio Description: Groups were assigned by our course instructor, Marilyn Cadenhead. Working as a team, groups were to decide on a mood to portray in their video. Each member of the group served in one of three positions: project editor, storyboard editor, and sound editor. Roles were selected after contact with our group and then reported to the instructor. Each member of the group produced one scene of the final composite video portraying the selected mood. Members were also expected to contribute storyboard information for their scene for the final composite storyboard. An audio file was to be selected and edited to be used in the final video. The text and audio were to supplement the mood portrayed. The basic mood was to be evident through the video itself. A storyboard for the final video was also a requirement for the project. Our group presented the project through a web page with links to the video (streaming video format), storyboard, and credits page. Rationale: I selected the mood video for this artifact because I learned so much through creating this group video. The group assignment allowed each member to get an in-depth look at one of the assigned roles while individually contributing a video clip and storyboard for their scene. Group members had to communicate online to select our mood, gather and share sources for our individual clips, edit audio, and produce the final video and web page presentation. Group members were Kim Lowrance/project editor, Jerry Choate/sound editor, and myself as storyboard editor. I also created the web page. Creating this video as a group and presenting it as a web page incorporated many of the TEKS. Thanks to the collaboration and hard work of the entire team, we produced a video we could all be proud of! Implications for future: I will continue using the techniques and skills learned through this group project in videos I produce as an individual for TATC and personally. If I teach video technology, I would like to include a similar assignment to allow students to collaborate in producing a mood video with similar assigned roles. Reviewer's Comments: The video is wonderful...I relaxed and felt peaceful just watching it! . . .I like the layout and color scheme of your home page. Very nice! Reviewer's Name: Janice K. North Date Reviewed: March 26, 2003 Title: TATC Student Caption 12 Indicators: Standards I, II, III, and IV, and TA TEKS 9.3s, 9.7s, 9.8s, 9.10s, 9.11s, 9.12s, 9.13s, 9.15s, 9.16s, 9.21s, 9.35s, 9.39s, 9.40s, 10.1s, 10.3s, 10.4s, 10.7s, 10.9s, 10.10s, 10.13s, 10.14s, 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, 10.36s, 10.37s, 10.39s, 10.40s, 10.41s, 10.42s, 10.43s, 10.44s, 11.2s, 11.7s, 11.10s, 11.11s, 11.12s, 11.19s, 11.21s, 1.23s, 11.24s, 11.25s, 11.27s, 11.28s, 11.29s, 11.30s, 11.31s, 11.32s, 11.35s, 11.39s Descriptors: Video Camera Techniques, Video/Audio Editing, Storyboard/Script, Project Management Plan,Web Pages, File Compression, video formatted for streaming video Title: Music Video Course: 105-1 Video Technology Date Created: April 15, 2003 Source: Individual Project, TATC Media: VideoWave 5, Sony Digital 8 Camcorder, Adobe GoLive 6.0, Photographs, Scanner, Adobe Photoshop 7.0, Internet, Microsoft Sound Editor, HP Digital Camera, Microsoft Word, Windows Media Encoder 9 Description: The music video project was fairly involved and included separate assignments for the storyboard/script and project management plan. Highlights of the requirements follow:
First, I chose a song to use for my video. This process was not easy for me; but once the song was selected, my creative ideas began to flow. The next steps were creating a storyboard and project management plan to "sketch" the basic ideas and timing of the various steps that would be involved. Because the song was approximately four minutes in length and my video was restricted to 1-2 minutes, I had to determine which sections of the song to use and edit the audio accordingly. I selected various still photos of my daughter to represent different stages of growth and used these with transitions to represent the lyrics. I planned and filmed video of my husband and daughter fishing together using my Sony Digital 8 camera. I was able to capture the video directly to my computer by downloading from the camera via my computer's firewire port. I viewed and edited this video to accompany the lyrics appropriately. I took digital photos and video of my husband painting a sign and hugging my daughter. All photos and video footage were created specifically to give a visual picture to accompany the song lyrics. During the editing process, I constantly worked to ensure that the emotion of the song itself was conveyed through the visual images. Another important factor that I struggled with was appropriate timing. I needed to keep the video within the 1 to 2 minute range to meet assignment requirements and to keep file size manageable. While I do feel the video achieved this basic objective, I think further work on editing might make the flow of the video even better. This became a very special project for me due to the emotions expressed in the song, and I loved working on it even with all the stress involved in a project of this magnitude! There were many, many steps involved in finishing and compressing the video, however, the requirements did not end there. The video had to be presented through a web site that promoted the song and/or performer. I chose to use the music video as part of a site that promoted Paul Simon and his music. In designing the web site, I used a scanned image of the CD cover that included the song, "Father and Daughter." I created my web pages using colors from the image. Other key elements that had to be included in the web site were discreet links to assignment details such as the storyboard, project management plan, and sources used. Like so many other projects in TATC, it was not limited to one narrow area of the technology applications courses. Instead, it required me to use knowledge and skills that I have been learning throughout this online experience. Video elements, of course, made up a large portion of the project, but web authoring skills were also necessary as were design considerations for color and font style. Overall, this particular project stretched my newly developed skills to their outer limits, but with the stretching came growth and excitement over knowledge gained! Rationale: I chose to designate my music video as my “Best Work” because I feel that it shows my growth from zero knowledge in video in the beginning to a wealth of knowledge by being able to create a video completely on my own and because I am proud of the final video! My knowledge of the various aspects of creating videos increased almost exponentially through this assignment (Of course, it was VERY LIMITED in the beginning...), and I had fun at the same time! Prior to this project, I had never filmed a video to “tell a story”. I had only filmed events as they happened. This assignment involved “telling a story” visually to accompany my chosen song, “Father and Daughter”, by Paul Simon. As you read through this rationale, note the ways I used the video knowledge I was learning! In order to get started, I had to use the pre-production tools of creating a storyboard/script and project management plan to lay out my ideas for the video and the projected time frame for its completion. These tools were new to me in this course, but they proved invaluable in creating my video. I used these tools and the creative thought processes they involved to move from “video plan” to completed video. I gathered still photos and I filmed video to use to tell the story that I envisioned for the song. I digitized the still photos through scanning, and I then cropped and edited them using Adobe Photoshop. I used Microsoft Sound Recorder and a trial download of an audio “ripper” to create the edited version of my audio clip. I filmed video of my husband and daughter to highlight some of the song lyrics. In filming the video portions, I had to utilize lighting concepts, basic camera techniques, and shot composition principles learned through the course. I found that this was not as easy as it might seem, but I learned a lot in the process! After filming, I “captured” the video to my computer via my firewire port. Capturing video was another skill that I developed during this project and the course. I was proud that I was able to capture the video and move on to the next step of editing my video. I created and edited the video using MGI Videowave as my basic software. I had previously used this software in the group project from Artifact 10, so I had a little experience to build on. The still photos, video segments, and audio were edited and combined into the final video incorporating other elements such as fonts, titles, captions, and credits in keeping with the overall "feel" of the video that I envisioned. I also added transition effects in Videowave to help with the flow and timing of the video. When I had finished my editing, I produced and compressed it as a Windows Media video file for streaming video format (wmv file extension). Again, I was using another concept that I had just learned in the course—compression techniques. The compressed video was then linked within a web site that I had created to promote Paul Simon and his music (one of the project requirements). The music video project involved many steps and many different elements that I learned in TATC, and I believe it represents my growth in knowledge through the video course and all prior courses; therefore, it earned its designation as my “best work”. However, I already see changes I could make in the timing and compression that would improve it, so I hope to revisit and improve it soon! Implications for future: I want to continue to use what I have learned to create better personal videos. Practice in the various techniques will be needed. I feel this type of assignment would be very applicable in the video classroom also. The way the project was structured illustrated the various techniques and requirements necessary to produce a good video. Each aspect of video creation-- camera and lighting techniques, audio/video editing, use of captions, fonts, colors, producing as a Windows Media streaming file, storyboard/script writing, and project planning--was covered through discussion assignments leading up to the full project. I would like to work further on compression techniques to enhance the appearance of shared videos. I think that is certainly one area where this artifact could be improved. The file was much larger before compressing in Windows Media Encoder, but the quality of the video was much better. Reviewer's Comments:Very Nice!! Touching Video!! The Father, Daughter idea is neat, matches the song. Great Job!!! Remember no pain, no gain. Sounds like that is the motto for this video course?? Hey maybe someday we'll all be professionals!!! Reviewer's Name: Marilyn Cadenhead Date Reviewed: April 2003 Title: TATC Instructor | |||
