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Caption 5
Indicators: TA TEKS: 7.6s, 7.7s, 7.10s, 8.14s, 8.15s, 8.16s, 8.21s, 9.3s, 9.7s, 9.8s, 9.11s, 9.12s, 9.13s, 9.16s, 9.17s, 9.18s, 9.21s, 9.26s, 9.27s, 9.28s, 9.29s, 9.31s, 9.34s, 9.37s, 10.3s, 10.7s, 10.9s, 10.14s, 10.18s, 10.21s, 10.22s, 10.24s, 10.25s, 10.26s, 10.27s, 10.29s, 10.30s, 10.32s, 10.33s, 10.34s, 10.35s, 10.36s, 10.37s, 10.38s, 10.39s, 10.40s, 10.41s, 10.42s, 10.43s
Artifact #5
Descriptors: Mood, Video, Script, Storyboard, Audio, Roles, Editor, Sound, Group, Credits
Title: Mood Piece
Course: 105 Video Technology
Date Created: March 26, 2003
Source: MGI VideoWave 4.0, Adobe GoLive 6.0
Media: Web Page
Description: Our main assignment was to create a "mood" video in assigned groups. We were each responsible for various roles, such as producer/editor, storyboard/script artist, and sound editor.
1. We were assigned groups by the instructor
2. Met to determine the mood we wanted to establish and assigned job roles
3. We each located video clips to convey the mood we chose to demonstrate
4. We created a storyboard for our mood movie
5. Group members submitted video clips, audio, and storyboard/script as assigned to the producer/editor
6. Created and produced the video including text, credits, sources, etc., and submitted final copy as a web page for a grade
Rationale: I chose to include this project as an artifact because of the various elements and teamwork that were required to pull this all together! Doing this in teams all living in various areas, and online at various times during the day/week, really presented it's own set of problems! It really brought to light the importance of each job and the importance of each person fulfilling their responsibilities. It took the support and backing of the entire group for the producer/editor to be able to pull it all together. We learned in detail the technicalities associated with each role in producing a professional video.
Implications for future: This assignment helped me to understand that it is possible to create and coordinate group projects where everyone is responsible in the group for a vital part. I learned a great format for structuring a group project that could also lead over into various other subject projects. Like our teacher assigned us into groups, I would do that also in my classes, and structure the project in basically the same way as described above. This project made me appreciate the various roles of the producer/editor, the storyboard/script artist, and the sound editor.
Reviewers Comments: VERY nice job on the video, ya'll...It's just what I needed! Relaxation!
Reviewer Name: Gail B. Marlin
Date Reviewed: March 26, 2003
Title: TATC Student '02-'03
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Caption 6
Indicators: TA TEKS: 9.7s, 9.8s, 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, 10.18s, 10.22s, 10.25s, 10.26s, 10.27s, 10.29s, 10.30s, 10.32s, 10.33s, 10.34s, 10.35s, 10.36s, 10.37s, 10.40s, 10.41s, 10.42s, 10.43s, 10.2, 10.38s, 10.39s, 10.44s, 10.26s, 7.45s, 8.46s, 9.42s
Artifact #6
 Best Work!
Descriptors: Video Camera Techniques, Video/Audio Editing, Storyboard, Script, Project Management Plan,Web Page, File Compression, Streaming, Animated Text, Windows Media, AVI
Title: Music Video
Course: 105 Video Technology
Date Created: April 15, 2003
Source: MGI VideoWave 5.0, Adobe GoLive, Adobe Photoshop
Media: Streaming video incorporated into a web page
Description: In this assignment, we were to create a music video from a song of our choice by producing it in the compression format "wmv", windows media streaming and promoting it via the distribution method of the World Wide Web. In other words, we were to pick a song, and create a music video promoting this particular song artist or artists. The final result was to be displayed in a promotional web page.
Summary of the music video requirements.
- Demonstrate knowledge in composition such as ratio 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, using incandescent/reflected light, color temperatures, and filter use.
- Include control and/or time coded tracks, transitions, audio levels, and background music.
- Use audio and editing techniques to transition the scenes. What many music videos do is to change scenes on the beat of the music.
- Use character generators, fonts, colors, and principles of composition to create graphic images.
- Include captions and/or titles for video and graphics.
- Produced as a windows media streaming file and accessed from the TATC windows media streaming server.
- Two minutes maximum. Although it is difficult to specify any kind of an arbitrary length for the video, it should be limited in scope and complexity given the short production and post-production schedules that will be necessary in this course.
Web Page Requirements:
- It must be designed to publicize the music group or individual and feature the music video as the center of interest.,
- The design of the web page should be in keeping with the message of the video,
- It is important to consider what effect you want this video to have on its audience, and
- For project documentation, discreetly include links to your storyboard and project management plan.
Rationale: I chose to include my music video as an artifact because it summarizes everything I learned in the Video Technology course. I am still learning the concepts, but I was very satisfied with the end result and the feeling of cohesiveness that I felt it accomplished. This was my first attempt at any kind of production of a music video, and I learned so much! I chose to designate this artifact as a "Best Work" because this assignment covered so many different TEKS, and it demonstrates my learning in these areas. I am in the baby stages of learning as far as producing a video, but I am proud of the outcome of this first full video project complete with storyboard and project managememt plan. In planning and then producing the video, I selected a song (Lord, I Lift Your Name On High), created a storyboard, and then a project management plan. I then compiled various still pictures, video clips to convey the mood or feeling that I wanted to establish along with the song. I had to keep in mind the various lighting effects, basic camera perspective and techniques, as well as shot composition principles. All of these things were incorporated into one final product to convey the feeling with the song I chose. The video was then compressed and produced as a windows media streaming file. It was presented as part of a web page that was designed to promote Breakaway Ministries and their music. This project encompassed so many various areas of the course and TATC in general, and I am pleased to include this product in my portfolio as one of my "Best Works" projects.
Implications for future: This assignment was instrumental in me finally being able to compile a music video of my own! I was so excited when it all finally came together! I never realized how many creative options were open to those who create videos until I took this course. I really enjoyed being able to create something with my own theme. In the future, I will be able to use this new skill as a tool for making my videos in my horse business more appealing to my customers. I will also be able to give my students the same sense of sastisfaction when they are able to complete their own music video! I can't wait to share this with them!
Reviewers Comments: Very nice. If you view my site, you will see the quote about "how you made me feel" You nailed it.
Reviewer Name: Beverly Sweeney
Date Reviewed: April 15, 2003
Title: TATC Student '02-'03
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