COOL STUFF!

VFX & MOTION GRAPHICS

Free After Effects Tutorials & Presets

http://www.videocopilot.net/

Free 3D software for students

http://usa.autodesk.com/adsk/servlet/pc/index?siteID=123112&id=17355061

STUDENT INTERNSHIP PROGRAM

APPLICATION DEADLINE IS MARCH 15, 2012

http://www.emmysfoundation.org/internship-programs

BLOG ASSIGNMENT # 8 Scene Deconstruction

STEP ONE
Find, or post, a scene from a movie on YouTube (or a similar site).  Make sure the scene
has strong (and interesting) thematic characteristics.  Create a link on your blog to the
clip.

STEP TWO
Describe, in 100 words or less, what you think the theme of the movie is, and how that
theme is exemplified in this scene.  Inform the audience whether the theme is active or
didactic and explain why.

STEP THREE
Write a brief critique of the scene (250-300 words) discussing how two of the topics
listed below help to reinforce the theme that you recognized.
-  Line
-  Shape
-  Space
-  Rhythm
-  Movement
Also, make sure to use two of the six binary terms from Week One.

Grading Criteria
-- Linked to a scene with strong thematic elements [5 points]
-- Described the theme and correctly identified whether it was active or didactic [5 points]
-- Critiqued the scene discussing two of the required topics.  [5 points each x 2]
-- Correctly utilized two of the six binary terms from Week One [5 points]
-- Written elements did not meet length requirements  [-10 pts]

Project #7 VIDEO PRODUCTION

Five-person teams will use one pair of songs from Project Five and create TWO three-minute “extended” movie trailer. Each trailer must include
A) a small scene between two people, and
B) enough information for the audience to understand two of the characters’ main Objective, Intention and Urgency; and one of the character’s Motivation.

HERE’S THE CATCH:  The Second movie trailer is the sequel for the First movie trailer, and in the sequel, your protagonist’s MOTIVATION is completely opposite of what it was in the original film.  For example:  if your first trailer was for Escape from Gilligan’s Island (Gilligan WANTS to get off the island and is WILLING to befriend the Harlem Globetrotters to do so) then the second trailer might be for Entombed on Gilligan’s Island (Gilligan WANTS to keep everyone on the island and is WILLING to kill the Harlem Globetrotters to do so) Teams must present their work in lab, followed by a 7-minute Powerpoint explaining their creative process.

NOTE:  You must shoot ALL video footage on a cell phone  or camera that costs less than $200!  

First:  Choose one pair of songs from Project #5, then decide how your team could use these two similar but different songs to create TWO DIFFERENT movie trailers.

Second:  For each of the two videos, choose the following roles to each of your team members (nobody can do the same role twice!):
A) Director B) Camera Operator C) Producer D) Editor E) Set Design

Third:  Create two videos that meet the following criteria
A) Contains a variety of types of shots, including at least TWO establishing shots
B) Utilizes depth cues to manipulate the audience
C) Does not break the Rule of Thirds, 180 degree Rule or The 30 Rules.
D) Between the two videos, you must manipulate:  Line & Shape, Space, Movement, Rhythm.

Finally:  Prepare a 7-minute presentation (timed, in powerpoint) explaining:
A) How you utilized depth cues to manipulate the audience
B) How Video #1 manipulated visual elements (Line & Shape, Space, Movement, Rhythm)
C) How Video #2 manipulated other elements (Line & Shape, Space, Movement, Rhythm)
D) A subjective examination of which story/trailer worked better and why

BLOG ASSIGNMENT #7 Animation Deconstruction

STEP ONE
On your blog, post two still images from two animated pieces. You may choose either:
• Two images from the same show or movie
• Two images from two completely different animation genres

STEP TWO
Based on information from lectures and the readings, write an essay (350-400 words)
comparing and contrasting two of the three topics listed below as they apply to the
images you chose.  Utilize the vocabulary words from lecture:
1. Color
-- Hue
-- Brightness
-- Saturation
2. Lighting
-- Shadows
-- Symbolism
-- Mood
3. Movements
-- Parallel movements
-- Overlapping movements
-- “Weight”

Grading Criteria
-- Presented two animation images, meeting the criteria [5 points]
-- Essay intelligently critiqued two of the three elements listed, using vocabulary [10 points each x2]
-- Written elements did not meet length requirements  [-15 points]

Project #6 CHARACTER ANIMATION

Two-person teams will create a stick-figure animation to demonstrate how two particular
characters would move (in contrast to the opposing character) – choosing one Hero, and the corresponding Villain from Project One.  Each person in the team will be responsible for ONE of the characters. Characters may appear on screen at the same time (or you may make two separate animations). Each character must demonstrate emotion and motivation through color and movement.  The background audio for this assignment should be a song from Project Five.  Teams must present their work in lab, followed by a 5-minute Powerpoint explaining their creative process.

First:  Gather one Hero and one Villain from Project #1.  Make sure to use their shape and color
design as a base for your stick-figure characters.
A) Utilize TWO elements of color:  Hue, Brightness or Saturation to create emotion
B) Utilize light/shadow to create Mood;

Second:  In STYKZ, prepare a 90 second animation (if they are on the same screen together; 2 x 60 seconds if you create separate animations), demonstrating how the characters move.  The animation can be simple stick figures, but must contain color and shape that differentiates the characters from one another. Animations should contain:
A) A demonstration of HOW your character moves in contrast to the other character
B) Contrast of Color and Shape to differentiate the Hero from the Villain
C) An element of “weight” or “squash and stretch”

Finally: Prepare a 5-minute Powerpoint presentation that
a) introduces your animations to the audience,
b) explains how you used color light and movement to differentiate the characters from each other and
c) explains how your animations attempted to address the concept of “weight” and/or “squash and stretch”.

Spider-Man Vs Jedi

http://www.youtube.com/watch?v=8e0cS6ENqZM&feature=related

Spider-Man pivot series intro

http://www.youtube.com/watch?v=F_Ts5KnEE_s&feature=related

StickTutorials Realistic Running Tutorial

http://www.youtube.com/watch?v=2anzX2_hDbE&feature=related

BLOG ASSIGNMENT #6 Storyboard Imitation

STEP ONE
Using the same scene from Blog #4, use the attached storyboard sheets to storyboard the
first five shots of the scene.  Be as accurate as possible in your drawings (even if you are
a terrible artist… you should be able to put the shapes in the right places, and make them
the right size).  See examples at the bottom of the page.

STEP TWO
Draw an overhead view of the scene and draw in where you think the camera was placed
in relationship to the actors.

STEP THREE
Based on steps One and Two, write an essay (300-375 words) explaining whether or not
the director followed each of these rules when directing the scene.
1.  180 degree rule
2.  Rule of Thirds
3.  30 Rule (either 30% or 30 degrees)
Conclude the essay by discussing why the director broke the rules, if s/he did.  If s/he
didn’t, then conclude with an evaluation of the directing talents within the scene.

Grading Criteria
-- Storyboarded the first five shots in the scene [2 points each x5]
-- Accurately drew an overhead schematic of the camera placements in the scene [5 points]
-- Essay identified whether the director followed all three rules listed [10 points]
-- Written elements did not meet length requirements  [-15 points]
-- Did not use same scene from Blog #3 [-10 points]

Listening Framework (SIMPLIFIED)

Listening Phase 1 (Rhythm)

Tempo [slow, medium, fast]

Source [where is the rhythm coming from?]

Groove [describe how the personality of the rhythm]

Listening Phase 2 (Arrangement)

Instrumentation [which instruments drive the song?]

Structure/Organization [how is the song built?  Order, patterns, etc.]

Emotional Architecture [Draw how the song build and drop?]

Listening Phase 3 (Sound Quality)

Balance

-       Height [high and low of frequency]

-       Width [stereo panning left/right]

-       Depth [layers of instruments - via loudness]

BLOG ASSIGNMENT #5 Song Deconstruction

STEP ONE
Create a link on your blog to two songs that can be found online -- YouTube (or a similar
site).  You may choose either:
• Two songs from the same artist
• One original song and one cover of that song
• Two songs from two completely different musical genres

STEP TWO
Listen to each song a few times and fill out a Listening Framework sheet  for
each song.  Post these sheets to your blog.

STEP THREE
Based on your Listening Framework, write an essay (350-400 words) comparing and
contrasting the songs.  Utilize the vocabulary words from lecture and from the Listening
Framework sheets:
1.  Lyrics
2.  Melody
3.  Musical Quality (Rhythm, Intensity, Pitch, Timbre, Speed, Organization)
Conclude the essay by discussing which version of the song you like better, and an
explanation of why.

Grading Criteria
-- Linked to two songs meeting the criteria [5 points]
-- Completed a Listening Framework sheet for each song [5 points each x2]
-- Compared and contrasted the songs using vocabulary from lecture and LF sheets [10 points]
-- Written elements did not meet length requirements  [-15 points]

In class Assignment: Week 4

Make two audio projects: 

1) Download a 10-second SFX and manipulate it/add an effect, 

2) Create a 30-second music loop and add an additional instrument. Export both files.

Import both of audio files and three photos from Blackboard into a 3 slide powerpoint project. Put a photo on an each of the three slides. Make the music play over the first two slides and the SFX play over the third slide. Each slide should be a different duration of time 

Assignment: Project #5 MUSIC/SONG

Two-person teams will create two different (yet similar) pieces of original Music (two minutes each) in Garageband. Teams should conceive of the songs together, but each person is responsible for creating one song on their own. Both songs should be considered as “thematic music” for one of the video games designed in Project Two. You must present your work in the form of a five-minute Powerpoint presentation.

First: Create two 2-3-minute songs. To create these songs, consider the lecture on Listening Framework. Your two songs must:

A) Choose ONE Listening Phase that will be IDENTICAL between the two songs
(Rhythm, Arrangement or Sound Quality)
B) Choose ONE Listening Phase that will be DIFFERENT between the two songs
C) Do not discuss what you will do with the third Listening Phase; just let it happen
So, for instance: you might choose IDENTICAL Time & Tempo with your songs,
but use completely DIFFERENT Instrumentation and Emotional Architecture.
D) Minimum of four different instruments and tracks

Second: Prepare a 3-minute presentation (timed, in powerpoint) explaining:

A) Which Listening Phase you chose to be identical.
B) Which Listening Phase you chose to be different.
C) Whether the third Listening Phase turned out to be similar or divergent (and why)
D) One musical element that each composer focused on the MOST while creating their
song (e.g. -- Rhythm, Intensity, Pitch, Timbre, Speed, Shape, etc.)
E) Why these songs work as Thematic Music for one of the video games from Project #2

Finally: Give your presentation BEFORE you play your songs. You may play your songs over a blank Powerpoint slide, or you may choose ONE character image from Project #1 to use as a backdrop.

Accessing the Centralized Sound Effects Library

Mac OS X

1.     In Finder, select Go -> Connect to Server…

2.     In the Server Address, type:

smb://shared.ohio.edu/communication/SoundFX

3.     Click Connect

4.     It will likely prompt you for your username and password.

a.     Your username is your oakid

b.     Your password is your oak password

c.      These login credentials are the same as what you use to check your email or access other university services

5.     A new volume will be mounted called SoundFX.  It should look like:

6.     When you are done with your work, you can un-mount the volume

7.     If you have any problems access the sound effects library, contactchilcotr@ohio.edu

Accessing the Centralized

Sound Effects Library

Web Based (faculty/staff only)

1.     In any web browser, navigate to https://sslvpn.oit.ohio.edu/

2.     Login with your oakid and oak password

3.     You are now logged into the OIT SSL VPN.  Once in, click on ‘Shared Drives’

4.     Then navigate to ‘communication’

5.     Then click on ‘SoundFX’

6.     You can now download and navigate the library.

Accessing the Centralized

Sound Effects Library

Windows

1.     Click Start and then click Run

2.     Connect to the Sound Effects Library

a.     Windows XP

In the run dialog, type:\\shared.ohio.edu\communication\SoundFX

b.     Windows Vista/7

In the dialog, type:\\shared.ohio.edu\communication\SoundFX

3.     Click run or go

4.     It will likely prompt you for your username and password, if not, skip to the next step.

a.     Your username is your oakid

b.     Your password is your oak password

c.      These login credentials are the same as what you use to check your email or access other university services

5.     A new window will show the Sound Effects folder

6.     When you are done with your work, you can un-mount the volume

7.     If you have any problems access the sound effects library, contactchilcotr@ohio.edu

Project #4 SOUNDSCAPE

As part of a two-person team, you will record the dialogue from one of the 2-3 minute scripts written for Project Three. After you have recorded the dialogue, you will create an entire soundscape (sound design) for the scene. For this project, you will be provided with an extensive Sound Effects Library. You should combine and manipulate sound effects in order to elicit a specific emotion from the audience.

Teams will present these soundscapes in lab. Following the presentation, each team will present a 3-minute Powerpoint explaining their creative process.

All of the sounds you use must come from a sound effects library and must be manipulated.

First: Present your 2-3 minute soundscape/visual presentation to the class, (but DON’T tell the class the emotion that you are trying to elicit). The Soundscape must have the following items:

A) Utilization of TWO of the three listening modes: Casual, Semantic or Referential 

B) Aural exploration of Space: Deep, Limited, Flat or Ambiguous Space; 

C) Contrast or Affinity of your Visual Space with your Aural Space 

D) Aural recreation of Space by using: Size, Distance, Movement and/or Directionality; 

E) Manipulation TWO sound qualities: Speed, Loudness, Timbre and/or Pitch

F) Use of: Habituation, Recognition, Directionality or Gestalt Principal to affect emotion 

G) Minimum of three layers of sound

Second: Prepare a 3-minute presentation (timed, in powerpoint) explaining:

A) Which TWO listening modes you utilized: Casual, Semantic or Referential 

B) How you explored Space aurally: Deep, Limited, Flat or Ambiguous Space; 

C) Two examples where you used Contrast and/or Affinity of Visual and Aural Spaces 

D) How you created a sense of Space using: Size, Distance, Movement or Directionality; 

E) How you manipulated: Speed, Loudness, Timbre and/or Pitch 

F) How you used Habituation, Recognition, Directionality or the Gestalt Principal

Finally: The last slide of your presentation should be the EMOTION you chose to manipulate. Before you show the emotion, see if the audience can guess the emotion.

BLOG ASSIGNMENT #4 Reflections on Sound Design

STEP ONE

Find, or post, a scene from a movie on YouTube (or a similar site). Make sure the scene has strong (and interesting) sound design characteristics. Create a link on your blog to the clip.

STEP TWO

Transcribe the scene into script format, making sure to include not only the dialogue, but the sound elements as well. Use proper script format and don’t over-describe!

Write the scene using a screenwriting template, save it as a JPG, and then post it as a photo on your blog.

STEP THREE

Write a brief critique of the scene (200-250 words):

• discussing two topics from the following list, as they pertain to the scene; 
• using two of the supplied vocabulary words/phrases from each topic:

1. Listening Modes

- Casual 

- Semantic 

- Referential

3. Space

- Size, Distance, Perception 

- Directionality 

- Subjective/Emotional 

- Movement

2. Gestalt Principals and Illusion

- Figure and Ground 

- Proximity and Similarity 

- Illusion

4. Time

- Speed and Loudness 

- Subjective Time 

- Recognition 

- Habituation

- Tonal Center

Grading Criteria

-- Linked to a scene with strong sound design elements [5 points]

-- Transcribe the scene into proper script format, including dialogue and sound elements-[10 points]

-- Critiqued the scene discussing two of the required topics.

And correctly used two vocab words/phrases for each topic.[5 points each x 2]

-- Did not meet length requirements (too long or too short) [-10 pts]

BLOG ASSIGNMENT #3 Brainwashed

Create a link on your blog to http://changethis.com/manifesto/show/66.01.Brainwashed so that your audience can read Seth

Godin’s “Brainwashed”.

Within the article, Godin talks about seven layers of reinventing yourself.  Briefly (150

words or less, total) summarize three of the layers: 

#1: Acknowledging the Lizard;

#2: Any two of the other seven layers that “speaks to you” (except Acknowledging the Lizard)

• Connect

• Be Generous

• Make Art

• Acknowledge the Lizard

• Ship

• Fail

• Learn

In a 400-500 word essay:

• Discuss how the Layers you summarized may, in some way, be connected to this

Blog that you are creating this quarter.  Speculate on whether or not these various

exercise make you a “better… artist, person, student, etc”

or…

• Explain why these exercises are worthless and a waste of time (of course, giving

suggestions on what might be a better use of time in class about the Creative

Process).

Grading Criteria

-- A summary of two “Layers” from S. Godin’s article [5 points each x 3]

-- Presentation and explanation of a meaningful “Howl” [10 points]

-- Did not meet length requirements (too long or too short) [-10 pts]

Project#1 Showcase: Character Design

Assignment: Project # 3 SCRIPTING A SCENE

Script format can be downloaded from the Blackboard.

Individuals will take a scene from their Game Design Project and write a 2-3-minute
scene based upon the characters and the actions from their proposed game. The script
must be properly formatted and include both sound and visual cues. The scripts should
allude to the characters’ Motivations, Objectives, Intentions and Urgency. The scripts will
be turned in at the beginning of lab of Week Three.

First:
Image a 2-3 minute scene from the game your group developed in Project #2.

Second:
Imagine if you turned the game into a film. Who would the audience be? What genre
would the movie be?

Third:
Fill out the following information:

AUDIENCE:

GENRE:

GENRE ELEMENTS (what are you putting into your script that “make it” into that particular genre?):

CHARACTER OBJECTIVE:

CHARACTER INTENTION:

URGENCY IN THE SCENE:


Fourth: Image the scene with as much SOUND as possible. And make sure that you have
some dialogue in your scene so your audience understands your characters’ objective,
intentions and urgency.

Finally: Write the scene. Print it out. Turn it in with this sheet filled in and attached.

Assignment: Project #2 GAME DESIGN

Due: In lab Week 3. Late assignments will not be accepted.

This is group assignment. You will be part of a four-person team. Each team will design
a video game idea that involves multiple decision points, an interface design, and a
scoring system. The game must have specific goals and rules; it must incorporate
characters designed in Project One, and must employs visual cues (e.g. line, shape,
etc.) to guide the audience toward a specific goal. The idea will be presented in the form
of a 15-minute Powerpoint.
First: Decide whether you are designing a Game of: Skill, Chance or Strategy

Second: As a team, determine the Game’s:
A) Goals B) Mechanics C) Objectives D) Rules

Third: Design a 15-minute Powerpoint presentation that uses a Flow Chart in some way to:
A) Explain the Goals/Mechanics/Objectives/Rules
Then: choose THREE of the following FOUR elements:
B) Demonstrate some In-game Visuals and how they influence the Game’s Objectives
C) Provide examples of how characters inspire Gaming Goals
D) Explains the Interface & Console Design and how they relate to the Game Mechanics
E) Discuss whether or not Guided Perception is used in your game (and why/why not)

Finally: Present your idea as if you were selling it to investors, rather than for a class grade
and Explain why the game would actually be fun to play

BLOG ASSIGNMENT # 2 Finding Your Howl

Finding Your Howl

Create a link on your blog to  http://changethis.com/manifesto/show/51.01.YourHowl so that your audience can read
Johathon Flaum’s FIND YOUR HOWL.
Within the article, Flaum references two different stories. Briefly summarize (100 words
or less) one of the stories for your audience and explain the main point that Flaum makes
with that particular story.
Then… share your own favorite quote, poem, lyric, paragraph or story and then explain
in essay form why this quote speaks to you as a creative person. Essay should be
approximately 500-750 words, not including the work that you cite.
-- A summary of one aspect of J. Flaum’s article [7 points]
-- A presentation and explanation of a meaningful “Howl” [8 points]

Grading Criteria
-- Accurately summarized of one aspect of J. Flaum’s article [9 points]
-- Presentation and explanation of a meaningful “Howl” [16 points]
-- Did not meet length requirements (too long or too short) [-12 pts each]

http://changethis.com/manifesto/show/51.01.YourHowl