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]