<%@LANGUAGE="JAVASCRIPT" CODEPAGE="1252"%> Steve Smiley's TATC Portfolio: Standard #10
 

SBEC Standard #10

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 a very advanced topic that carries with it a unique set of problems:

  • It records a medium which we are used to experiencing and filtering in realtime (sight and memory).
  • Video preserves what actually happened, without regard to other senses and thoughts that occurred at the same time.
  • The medium is designed to communicate to others, rather than provide us with a personal, processed image.

Overcoming some of these views can sometimes be difficult. The review of the "Top Ten" provides feedback on how others would view a scene, rather than how we saw it the first time. In some ways, student use of video technology can provide a larger view of the world, emphasizing the differences between movies, print mediums, and live reporting of events. Giving students a chance to explore this medium is a unique opportunity to delve into some larger issues which do not impact other areas of technology applications.

Personally, I was terrified of this section of the TATC course. It seems that most of the class was terrified, as well. Overall, I learned how the design and layout principles apply to ALL mediums. Tone, color, and rule-of-thirds are affected by movement and perspective. Light and angle combine with hue and shape in different ways. The principles are the same, regardless of the presentation type. This is the lesson that I am sure that students need to remember.

 
Caption #11 - Caption #12
 

Caption 11

Indicators:

 1, 2, 8.1s, 8.5s, 8.6s, 8.7s, 8.8s, 8.9s, 8.11s, 8.13s, 8.14s, 8.15s, 8.16s, 8.17s, 8.21s, 8.22s, 8.24s, 8.25s, 8.28s, 8.29s, 8.30s, 8.31s, 8.32s, 8.33s, 8.34s, 8.35s, 8.37s, 8.38s, 8.40s, 8.42s, 8.44s, 8.45s, 9.1s, 9.3s, 9.7s, 9.8s, 9.9s, 9.10s, 9.11s, 9.13s, 9.14s, 9.15s, 9.16s, 9.18s, 9.20s, 9.21s, 9.22s, 9.23s, 9.24s, 9.25s, 9.26s, 9.27s, 9.28s, 9.29s, 9.31s, 9.32s, 9.33s, 9.35s, 9.36s, 9.37s, 9.39s, 9.40s, 9.41s, 9.42s, 9.43s, 10.1s, 10.2s, 10.3s, 10.4s, 10.5s, 10.7s, 10.9s, 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, 10.25s, 10.26s, 10.27s, 10.28s, 10.29s, 10.30s, 10.31s, 10.32s, 10.33s, 10.35s, 10.36s, 10.37s, 10.38s, 10.39s, 10.40s, 10.41s, 10.42s, 10.43s, 10.44s, 11.1s, 11.2s, 11.4s, 11.7s, 11.10s, 11.11s, 11.12s, 11.18s, 11.19s, 11.21s, 11.23s, 11.24s, 11.25s, 11.26s, 11.27s, 11.29s, 11.30s, 11.31s, 11.32s, 11.35s, 11.39s
   
Artifact #11 The MUSIC Video: Basketball
 

Descriptors:

 Video Technology, Webmastering, Site Design, Video Design, Sound Editing
   

Title:

 Smiley Basketball Music Video
   

Course:

 TATC 105-1: Video Technology Week 4: Music Video
   

Date Created:

 4/12/2003
   

Source:

 Scratch
Video and Animation created using Canon 25 RZ camera and MGI VideoWave
Web page created in Dreamweaver MX
Images taken from various sites, credited on the web page.
   

Media:

 Windows Media File (WMV) played through ESC XI Windows Media Server. Animation plays on web page using Shockwave 5/6 player. Web delivery of storyboard and other content.
   

Description:

 The assignment:
Complete your music video project now by producing it in the compression format "wmv", windows media streaming and promoting it via the distribution method of the World Wide Web.

Music video requirements.

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.
  • Remember the video must be provided as a windows media (streaming) file. All video clips must be compressed and saved as wmv or asf.

If you have other compression software besides the windows media encoder that is referenced above please feel to use it. The bottom line is that the video must be compressed and available on our windows media streaming server.

The Video Drop folder for all of your videos is located on the course desktop.

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:

The Smiley Basketball Music Video was included in the TATC Hall of Fame! It emphasized the music and added a personal theme (my children playing basketball) to learning the skills associated with creating a music video. WE had fun making it.

From a professional point-of-view, I learned the basics of camera angles and matching action. The creation of the soundtrack was interesting and gave me an opportunity to work with Sonic Foundry,an excellent package. The creation of the video in MGI Videowave was a final use of this project that required using all of its capabilities.
   

Implications for Future:

 Teaching students how to use camera time and planning effectively were the greatest contributions of this video. We had a soccer tournament and two illnesses during the timeframe of this video's creation. Without the storyboard and timelines, this video would not have been completed.
   

Reviewers Comments:

 Super job, Steve. I loved the actors! Nice camera angles--I liked the opening scenes of shoe and tall basketball player (from below) with sun behind. I loved the "tongue wagger" shot too! Probably my computer, but the shot before the credit page seemed to be overlaying another...I couldn't read the text.

Reviewer Name:

 Kathleen D. Markwardt

Date Reviewed:

 4/15/2003

Reviewers Title:

 TATC Student
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Caption 12

Indicators:

 1, 2, 3, 8.1s, 8.7s, 8.11s, 8.14s, 8.15s, 8.21s, 8.34s, 8.35s, 8.36s, 8.45s, 8.47s, 10.1s, 10.2s, 10.3s, 10.4s, 10.6s, 10.7s, 10.9s, 10.10s, 10.11s, 10.13s, 10.14s, 10.15s, 10.16s, 10.17s, 10.25s, 10.26s, 10.30s, 10.31s, 10.34s, 10.35s, 10.41s, 10.42s, 10.43s, 10.44s, 11.1s, 11.2s, 11.4s, 11.7s, 11.10s, 11.11s, 11.12s, 11.14s, 11.19s, 11.20s, 11.21s, 11.23s, 11.24s, 11.25s, 11.26s, 11.29s, 11.30s, 11.32s, 11.33s, 11.34s, 11.35s, 11.38s, 11.39s
   
Artifact #12 Compression Schemes
 

Descriptors:

 Video Technology, Common Practices, Post-Production, Webmastering
   

Title:

 Compression Schemes
   

Course:

 TATC 105-1: Video Technology Week 4: Compression
   

Date Created:

 4/12/2003
   

Source:

 Original film was taken from the Grosse Pointe Public Schools Student Project (credited within the page). All development completed using the Windows Media Compressor Software and Dreamweaver MX.
   

Media:

 Delivered from web, with presentation of the high-resolution video from the Windows Media Streaming Server @ ESC XI. ALl other videos are non-streamed.
   

Description:

The assignment:
Read about compression from the Interactive Guides and Readings. Also, review the manual of the program of your choice from module 3 to see what formats of compression that program offers.

After reading about compression, create a document that illustrates at least 3 different compression schemes for the same video formatted file. You should provide the compressed files and include the statistics (file size, data rate, codec used for compression, etc.) for the original file and each compressed file. The original file can be of any origin as long as credit is given for the source

   

Rationale:

 The compression activity gave me an opportunity to explore the compression technologies behind Microsoft's new Media Server 9 engine. I was impressed with the differences between compression schemes, especially the audio and transitional compression. It was helpful to expand the "definition" phase of learning to a more concrete format.
   

Implications for Future:

 Students could use Microsoft's Media Encoder to get a broader understanding of the compression options available for output videos. In most cases, the numbers used to describe compression are complex and not easily visualized. I will use this web presentation to give students a destination for a compression exercise.
   

Reviewers Comments:

 Thanks for doing such a great job.... I wish I would have looked at this before I posted mine!!!!! You always seem to teach us all so much!

Reviewer Name:

 Kimberly Woodward

Date Reviewed:

 4/13/2003

Reviewers Title:

 TATC Student
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© Copyright 2003 Questions for Concerns: Steve Smiley