Standards: Standard 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.

Reflection

Video Technology is the Technology Applications area where I have grown the most. I was nervous about capturing video and creating the projects required in this course since I had very little experience with creating and editing video. However, the projects were exciting to create after I learned how to use a digital video camera and the software which included Video Studio and Acoustica MP3. I also used the web authoring skills I have learned to make the videos accessible to the web and digital graphics skills to create the images, storyboards, timelines and site maps. I plan on learning more about compressing video files to meet the needs of the product.

I am excited about teaching a more comprehensive unit in video technology next year. I taught my students how to use Video Studio this year, but I plan on incorporating the capturing of video and different file compression techniques next year.

Artifact #10 / Artifact #11

Caption 10

Indicators: Standards I, II, III. IV, V, 8.1s, 8.2s, 8.9s, 8.11s, 8.13s, 8.14s, 8.15s, 8.16s, 8.21s, 8.24s, 8.25s, 8.31s, 8.32s, 8.33s, 8.34s, 8.35s, 8.37s, 8.40s, 8.42s, 8.45s, 8.46s, 8.47s, 9.1s, 9.3s, 9.7s, 9.8s, 9.11s, 9.13s, 9.15s, 9.16s, 9.20s, 9.21s, 9.25s, 9.27s, 9.28s, 9.29s, 9.31s, 9.33s, 9.34s, 9.35s, 9.39s, 9.40s, 9.41s, 9.42s, 9.43s, 10.1s, 10.3s, 10.4s, 10.7s, 10.8s, 10.9s, 10.10s, 10.12s, 10.13s, 10.14s, 10.16s, 10.17s, 10.18s, 10.21s, 10.22s, 10.24s, 10.25s, 10.26s, 10.28s, 10.29s, 10.30s, 10.32s, 10.33s, 10.35s, 10.36s, 10.37s, 10.38s, 10.39s, 10.40s, 10.41s, 10.42s, 10.43s, 11.1s, 11.2s, 11.7s, 11.10s, 11.11s, 11.12s, 11.13s, 11.17s, 11.19s, 11.21s, 11.23s, 11.24s, 11.25s, 11.28s, 11.29s, 11.30s, 11.31s, 11.32s, 11.35s, 11.39s

Artifact #10

Descriptors: Video Technology, Audio Technology, Collaboration, Production Roles, Sound, Web-based Presentation, Storyboard and Script

Title: Moods

Course: TATC Video Technology

Date Created: March 26, 2003

Source: Videos and images collected from the Internet, videos from Ulead Video Studio and Be Still by Steven Curtis Chapman

Media: Ulead Video Studio, Acoustica MP3, Macromedia Dreamweaver and Adobe Photoshop

Description: The Mood project was a web-based presentation that included a video, sound, storyboard, and script. The project was created in a collaborative group environment where group members were assigned roles such as producer/editor, storyboard/script artist and sound artist. The group tasks included determining the mood for the video and collecting videos, images and sounds from the Internet. These files were shared online for all group members to make comments and suggestions. The files were resized, compressed and renamed in order to be used in the project. A web page was created to display the video, sound, storyboard and script to group members and for the final presentation.

Rationale: I selected this assignment as an artifact because it involved collaborating in a group to create a product which included many of the skills involved in video and multimedia production. Extensive group planning and time management made the creation of the product possible. The exciting part of the assignment was that group members learned from one another. Everyone had important skills and ideas to contribute which made a difference in the final presentation.

My role in this assignment was producer. I created the video after all of the videos and images were collected. In this role I developed new skills in using Ulead Video Studio and learned more about good video editing techniques. After the presentation was created, group members made editing suggestions that were incorporated in the video, storyboard, script and web presentation. The final presentation was more effective because of each person's contribution and input into the process and product.

Implications for future: I will do more group projects in the future with my students because I participated in this assignment. I learned how important it is to constantly communicate with all the group members on deadlines and project revisions.

I will also do group projects with my students differently than I have in the past. I will take an active role with the groups to make sure all group members are contributing and communication is on-going and available to everyone.

Reviewers Comments, Names & Titles: Great job, ladies. Serenity is definitely conveyed, and with everything going on in the world and in TATC, this is a much needed respite. Enjoyed your work thoroughly!
Thelia Lisle (TATC Participant)

Impressive. I really enjoyed the imagery you selected. I initially thought of something celestial, but then I saw your timeline with Spirituality identified. I think this fits very well. I particularly enjoyed the professional look of the web site.
Peter Ponce (TATC Participant)

What a great project - you can tell that you really came together on this one. I think your project includes everything needed and more ? Good work!
Rachel Newman (TATC Instructor)

Date Reviewed: March 31, 2003

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Caption 11

Indicators: Standards I, II, III. IV, V, 8.1s, 8.2s, 8.7s, 8.9s, 8.11s, 8.13s, 8.14s, 8.15s, 8.21s, 8.24s, 8.25s, 8.31s, 8.32s, 8.33s, 8.34s, 8.35s, 8.37s, 8.40s, 8.42s, 8.45s, 8.46s, 9.1s, 9.3s, 9.7s, 9.8s, 9.11s, 9.13s, 9.15s, 9.16s, 9.21s, 9.24s, 9.25s, 9.26s, 9.27s, 9.28s, 9.29s, 9.33s, 9.34s, 9.39s, 9.40s, 9.41s, 9.42s, 9.43s, 10.1s, 10.3s, 10.4s, 10.7s, 10.8s, 10.9s, 10.10s, 10.12s, 10.13s, 10.14s, 10.16s, 10.17s, 10.18s, 10.19s, 10.20s, 10.21s, 10.22s, 10.23s, 10.24s, 10.26s, 10.27s, 10.28s, 10.29s, 10.30s, 10.32s, 10.33s, 10.35s, 10.36s, 10.37s, 10.38s, 10.39s, 10.40s, 10.41s, 10.42s, 10.43s, 11.1s, 11.2s, 11.7s, 11.10s, 11.11s, 11.12s, 11.13s, 11.17s, 11.19s, 11.21s, 11.23s, 11.24s, 11.25s, 11.27s, 11.28s, 11.29s, 11.30s, 11.31s, 11.32s, 11.35s, 11.38s, 11.39s

Artifact #11

Descriptors: Video Technology, Audio Technology, Sound, Web-based Presentation, Storyboard and Script

Title: Music Video -- Jazz in the City Lights

Course:TATC Video Technology

Date Created: April 15, 2003

Source: Videos and images collected from the Internet, videos from Ulead Video Studio, videos individually created and captured, audio (Paradise by Kenny G) edited and incorporated into the video

Media: Ulead Video Studio, Acoustica MP3, Macromedia Dreamweaver and Adobe Photoshop

Description: The music video project features an individual's music for promotional purposes. The project is web-based and includes a detailed storyboard and project management plan. The storyboard and project management plan are updated as the project progresses. Video for the project was used from Ulead Video Studio and individually created and captured from scenes in downtown Fort Worth. The video requirements are listed below.

• Demonstrate knowledge in composition such as ration of image to frame, position in frame, line of gaze, pan/tilts, movement and perspective.
• Demonstrate proficiency in basic camera techniques such as zoom, focus, iris control, white balance and filters.
• Utilize lighting techniques such as key, fill, and backlight
• Include control and/or time coded tracks, transitions, audio levels, and background music
• Use audio and editing techniques to transition scenes.
• Use character generators, fonts, colors and principles of composition to create graphic images.
• Include captions and/or titles for video and graphics.
• Produce as a windows media streaming file.

Rationale: The music video is a representative of my best work because it included all of the skills I have learned in the TATC courses. It was completed in the eighth and final course and highlights my progress in the TATC program.

I selected the music video as an artifact because it encompassed capturing and editing video, locating and editing sound, editing and optimizing graphics, and designing and creating a web site. I worked diligently to learn how to use a digital video camera effectively and capture video. I taped the scenes of downtown Fort Worth twice before I was pleased with the quality of the video.

Implications for future: I will continue learning video editing skills through online resources, resource books and technical manuals. I am also very excited about teaching my classes how to capture and edit videos. My students would thoroughly enjoy producing a project similar to the one I created. This year I taught my student how to use VideoStudio, but next year I hope to add capturing and editing video.

Reviewers Comments, Names & Titles: Absolutely amazing Mary-Dawn. Images are wonderful, transitions are superb, and the Kenny G audio is awesome. Don't know how you could have done any better.
Thelia Lisle (TATC Participant)

Yeah! Fantastic. As a saxophone player myself, I'll admit to never having been a fan of Kenny G. However, you selected a really nice piece (better than most of his stuff I've heard) and did a superb job of matching the video to the audio. I really enjoyed your use of darkness throughout--even your live shots were done at night, and they turned out great. Loved the shot of the courthouse. Also, your graphics work was very well done. I also liked the audio edit you did--sounded great. Lastly, I liked how you chose a dark look for your web page. Very impressive job.
Peter Ponce (TATC Participant)

You did an awesome job! The shots were consistently those of nighttime in a city and the music was consistent with the tempo even when you spliced the two clips together. The colors of the page were consistent with the theme and the feel of everything worked well. Your transition effects were attractive and I especially enjoyed the overlay of the clock over the sax. Great work! You have really out-done yourself and that says a lot!
Diana Saenz (TATC Participant)

Date Reviewed: April 14, 2003

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