Scripts

Writing Scripts

Camera Shot, Angle, and movement test on Friday

Objective: Students will learn to organize and create a script for a video project

1. Overview paragraph- Each student will turn in a paragraph describing the overall concept for their first video project.

-The project will be two 10 second videos that contain the exact same footang
-HOWEVER, each video will be set to two different musical selections (Music that depicts two very different moods)
-The music must be suitable for the concept and naturally fit with the video

2. Students will review camera angles
3. Students will review all of the elements included in a simple video production
4. Next, the students will create storyboards and discuss script format
5. Students will be introduced to script writing

Once we are finished. Students will begin to brainstorm ideas for their project. Also, they will print the lyrics for each song to be used in the project.

*Remember all taping must take place in THE FOLLOWING LOCATIONS: the lab, the hall outside of the lab, in the café, outside, or in a study hall (With a teacher's written permission). Students violating this rule will face the following punishment:
1. Zero and no make up
2. Loss of filming privileges for the year

THERE ARE NO EXCEPTIONS TO THIS RULE





TIPS

 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.

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

Intro to Video Editing

Tuesday, September 13, 2016

Intro to video editing

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
Students will act out and block their first productions
They will have one take to film their project

 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.

Camera Angles

Camera Angles

Camera Angle Worksheets

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

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

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

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: (Wednesday, 9/14) Students will be given a quiz on all of the terms and packet 

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

9/7- 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

Welcome to Journalism II

Opening Activity:

Bell Ringer: In their notebooks/ computer folder, students will comment on a daily lesson posted on the student blog:

How do you determine what movies/ television shows to watch.  Make a list of 10 factors that help you determine your choice.

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 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