Camera shots and movements

Applying Camera Movements

Monday, August 25, 2014

Your Turn

Bell ringers:
Monday, 8/25
Opening Activity: Watch the following clip and discuss the difference with and without the musical score

http://www.youtube.com/watch?v=ApsR4pDI5tk

Tuesday, 8/26 - Answer the following question in the comment link below:
How do camera shots, angles and movements change the emotions of a scene?

Wednesday, 8/27 -  write a quick scene of two people walking down the hall.  Use a camera angle, one movement and a camera direction.

1. Before we begin Monday's assignment, we will continue watching video examples from Friday, 8/22.

Friday's Blog:  Click on this LINK

 

2. Next, we will practice combining camera movements and shots.

-First, each person will make a short script using 2 camera movements and 2 camera shots

-Type this out

-Switch assignments with people in your group and practice each script.

 

Goal: Students be able to incorporate camera directions and angles into an original production.

Plan:
Students will discuss the following planning and technique tips

Students will choreograph a project 

Friday- 8/29
- Camera Shot and Movement Test

 Tips:

HOW TO SHOOT A QUALITY VIDEO:

PLAN -If you plan your shots in advance you'll get your shots more quickly. Directors of big budget films frequently create tight drawing called storyboards of every single shot in their movie before they every start a camera, a process that could take months. However, I will settle for doodles of each shot and camera angle/ change.

Plan...but be ready to improvise, too. It's like singing a song. You don't need to know the whole thing, but don't start without knowing what the tune and first verse are.

KEEP IT SIMPLE:

A good video trick is a short video trick. If your idea takes more that a page to describe, it's probably too long.

ACTING:

You must be believable. If seven books fall on your foot, react in pain. It is essential that your audience believe what your are doing on film.

(Hideous acting can be great only if it is incredibly bad!!)


Basic elements:

Coordinating a scene is very much like choreographing a dance move. All participants must rehearse...this includes the production staff.



Establish your shot- Give the audience a big first view so they understand the context of your production. Capture the entire set/ background/ scene.



Camera Angles- see worksheet



The 180 rule- When you are shooting a character, stay to one side of them. If you are filming the right side, do not switch to the left. This will leave your shot awkward and unbalanced.



Eye line match-This is two or more shots. Show your character looking something or pointing to it. Hold this shot for a few seconds, then cut to what they are looking at. Be sure that the second shot is shot from his/ her eye level and angle.



Over the shoulder shots- switch back and forth between your subjects



Action shots- Mike stands on a bench, looks down and jumps. As he begins to jump, cut to a different view.



The Dolly shot- move with your subject. Sometimes it is easier to roll with your subject.


**Storyboards are required and MUST match up to your video. You will only receive 50% of your grade if you cannot provide this element of planning.



Project: Staging

1. Review video sample

2. Discuss established shots. Create secondary storyboards

3. Discuss shots and sound effects

Sample Video: www.klutz.com/tv


Directions:

1. Open with a wide shot. Include both characters in one shot from one side. Stick with this side for this shot.

2. Hold the established shot and let characters take a few choreographed movements with each other.

3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly

5. -You must memorize all steps and actions.

EX: ""ll start with one jab. You duck. Then you do two jabs , and I'll duck. Next,...)


The sound effect person must practice too.


Directions for shots:
A. In the middle of a coordinated shot, stop the camera and switch to a new point of view, over the shoulder. This way you can use the momentum of the action to carry through the cut. It keeps the action moving)



B. The big trick. Shoot over the shoulder . If the camera man backs away and zooms in, you'll create an illusion that the characters are much closer than they really are.



C. Camera will be in full zoom 5 to 6 feet away from the subject

Placement: In a choreographed scene:
-The actors are always too far apart to actually reach each other. On top of which, everybody knows what is going to happen next...it's practice!


Add sound effects and let's get started!!!!!


Closure Activity:
Monday, 8/25– Discuss one camera angle that will be important to your production.
Tuesday, 8/26 - How are you using the 180 degree rule in your
Wednesday, 8/28 – Quiz

1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced 1.5.11.B- Write using well-developed content appropriate for the topic 1.5.11.C- Write with controlled and/ or subtle organization

Camera Angle Worksheets

Shots, Angles and Movements....Oh My....

Opening Activity: 
In your journalism notebook, please comment on the following article: 

8/21

Crazy Interview Questions

http://www.cbsnews.com/news/20-craziest-job-interview-questions-and-the-right-answers/

Now answer several crazy interview questions in your notebook.  Please note that you will be writing as if you are giving a video response.  Do NOT go overboard or have long answers.

I will state the questions orally.

 Activity
Review the following Link: and discuss any that you find confusing or discuss one that you find interesting and tell why.
Camera Shots

Thursday, 8/21 and Friday, 8/22
Journalism II 

Camera Angles/ Movement 
Students will identify important visual terms (such as long-shot, close-up, camera angle) that are used on television and in movies and begin to recognize that these angles/ movements affect meaning. 
Camera Direction/ Angles 
Students will review camera direction, angles, transitions and key elements  via worksheets plan a video project. 

Students will review two handouts on camera direction/ angles 
Students will discuss a packet entitled: Lights, Camera, Action 

Why is it important for students to be aware of camera-subject distance, perhaps before addressing any other aspect of movies and television? 

Television is made up of hundreds and thousands of pictures, called shots, each of which must be carefully planned. The long shot, medium shot, and close-up (and many other camera-subject distances such as the medium long shot and extreme close-up) are the basis of editing in movies and on television. 

Without these shots, the person who edits the movie, TV show, or commercial would have nothing to work with. Editing, in nearly all cases, is the combining of long shots, medium shots, and close-ups to create an effective visual presentation. Camera-subject distance is the basis for visual editing. 

It is essential for students to have a clear understanding of camera-subject distance before they begin to analyze television programs and movies and before they begin to create their own productions on video. 

Cinematography

Link: http://www.mediaknowall.com/camangles.html 

Assessment: (Tuesday, 8/29) Students will be given a quiz on all of the terms and packet 

Closure Activity: 8/21 -What types of camera angles/ shots do you see in the Bell ringer photo?

8/22- write a quick scene using 3 camera movements and 2 angles


Please post your comments using the comment section on the blog. 
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction 
1.2.11B - use and understand a variety of media and evaluate the quality of material produced 

Welcome

Syllabus

Welcome to Journalism II
Opening Activity:
Bell Ringer: In their notebooks, students will comment on a daily lesson posted on the student blog:
Please watch the following short clip. Describe what you see and how you see it.
http://www.youtube.com/watch?v=t6ijyJCcNIo


This year we will explore the "behind the scenes" of videography.

There is more to a video than skinny models, hot rockers and flashes of color. This is an indepth process of planning, organizing and implementation that begins with a single thought. It is a process that starts with a storyboard and jumps to a full production.

During first marking period, we will cover the following areas:
Camera direction
Camera angle
Video terminology
storyboards
Scripts
Editing techniques

So, this is the beginning of what I like to refer to as
Lights, Camera, Action

SYLLABUS

Journalism II Syllabus
Video Editing 079

Contact Information
Instructor: Mrs. Christian
Email Address: tchristian@berwucjsd.org
Web Address: http://www.mycooljournalism2.blogspot.com/

Planning Period: Second Period

Text and Resource Materials
Required Text: Media, W. Richard Whitaker (Longman, 2000)

Course Description
This year students will explore the "behind the scenes" of video production

There is more to a video than skinny models, hot rockers and flashes of color. This is an in-depth process of planning, organizing and implementation that begins with a single thought. It is a process that starts with a storyboard and jumps to a full production.

Digital Video is a “new media” that has evolved from many disciplines. While it is a direct descendant from the world of industrial video making, digital video has incorporated DNA from traditional film-making, traditional and computer animation, web technology, computer gaming and art. Digital video allows us to blend all these technologies to form a new art form that is available to anyone with a computer, some software and inexpensive digital camera.

The fundamentals of visual storytelling are core to this hands-on production class. We will be studying the technology of video editing on the computer, various methods of image acquisition and approaches for communicating ideas over linear time. Themes may incorporate short character studies, transformations of light and form, movement of people and objects and spatial composition of a moving image.

Students will be able to use either computer graphics, animation, still images or video production for most assignments. Original digital music, production music and sync sound are considered as a means to underscoring visual sequences.


Prerequisites As stated in the Enrollment Book

PA Academic Standards
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Learning Objectives
Upon completion of the course, the student will be able to:
• By the end of the course, each participate will understand the impact visual literacy has on the learning process and will be able to produce, instruct, and integrate digital media into their curriculum and share via computer programs, DVD’s, and the Internet.
• Discuss and apply foundation concepts in non-linear video modification, film direction, and digital sound editing.
• Develop a basic proficiency with the tools and techniques available in standard digital video editing programs.
• Shoot, capture, edit, and output short video projects, organizing the material and modifying it into a coherent sequence.
• Identify elements of multiple media used in journalistic storytelling.
• Critically evaluate professional journalistic multimedia packages.
• Produce video story packages.
• Combine audio and still photographs to produce audio slideshows.
• Demonstrate understanding of characteristics of online journalistic storytelling.
• Set up short video projects and shoot them using a variety of appropriate camera angles, shots, and framing.
• Apply a variety of techniques for establishing or breaking continuity in a video sequence.
• Edit a video sequence to synchronize it to a musical soundtrack or dialogue.
• Apply a variety of techniques compressing for expanding the perception of time in a video sequence.
• Apply basic techniques for mixing a soundtrack incorporating the human voice, ambient noise, sound effects, and music.
• Add basic titles to a digital video, do basic production checks, and output it in common video formats for DVD or the Web.
• Students will learn to work as individuals as well as in groups
• Students will learn how to create a college-level presentation
• Students will manipulate various types of media

Course Outline
**Throughout the year, student will continually participate in tutorial-based video technique assignments. They will also continue to produce video projects.

Marking Period One: Students will be introduced to the basic elements of video production
• Camera direction
Camera angle
Video terminology
storyboards
Scripts
Editing techniques
• Camera angles

Marking Period Two: Students will be able to add extension elements to enhance their video productions
• Work with the Browser and Bins tools in Adobe Premiere to
• Mark clips and use Insert and Overwrite edits.
• Trim Edit points to adjust length of clips
• Use Extension tools to extend edit points
• Use the marker tools to adjust edit points.
• Create and incorporate basic titles
• Utilize and implement key frames
• Import, convert, and edit music


Marking Period Three: Students will explore abstract compositions exploring texture, composition, light, and other formal or spatial elements
• Utilize timing techniques
• Advanced camera angles/ movements
• Incorporate natural elements into their compositions
• Utilize and incorporate video manipulation
• Explore and incorporate programs to advance video editing techniques

Marking Period Four: Students will combine all of their skills and create and develop a full length feature production to be used as the final exam
• Incorporate various mediums
• Learn and utilize advanced special effects: Boris, ULead,
• Organize a full length project / presentation
Assessments: Several forms of assessment will be utilized throughout the year:
• Small groups; class discussion; teacher conferences; tests; quizzes; peer evaluations; self evaluations; teacher evaluations; rubrics and score sheets.

Grading Policy and Procedures:
Grades for each evaluation will be based on points, not percentages. At the conclusion of a marking period, the total number of points earned will be divided by the total number of possible points to determine the student`s percentage and report card grade.
Homework will occasionally be given and graded. There will occasional opportunities offered to all students to earn extra credit.
Hands-on methods of digital movie making constitute the basis for assignments. Digital Video Cameras, 3-D computer graphics and 2D packages such as Photoshop and Flash and programs specified for digital video production will be the primary technologies used. Digital editing will be accomplished using Window Movie Maker and Adobe Premier. For your final project, you may use whatever media or application you prefer.
The assignments will help develop skills that accumulate towards the production of a short film by the end of the year. These include character based visual narratives, or explicit reconstructions of buildings and landscapes, or more abstract compositions exploring texture, composition, light, and other formal or spatial elements.
We screen live action short films, news packages, animation, and student work. Discussion of these works will be an integral part of the subject. There will be a few readings on film theory, design theory, and related topics.

Class Expectations:
-All assignments must be turned in on time
-You are responsible for meeting ALL deadlines. This is a journalism class. The success of this program is dependent on your contributions.
-All assignments will be graded.
(Partial homework or class work assignments will receive a "0" with no make-ups)
(You MUST learn to be responsible in this class!!)
-The final exam will be weighted.
Student expectations
1. Arrive on time.
2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class.
3. Be respectful of others.
4. Follow directions the first time they are given.

CLOSURE ACTIVITY:
Each day you will be required to complete a closure activity.
1. This is a graded activity
2. You will use the comment link below
3. Be sure to include your FULL NAME, CLASS PERIOD, AND DATE on each entry
4. The entries must be completed on the assigned day
Today's closure: In a few short sentences, please tell me about your expectations for this class.

Turnitin.com
ID; 8421643
Pasword:  period4