Sunday, April 10, 2016

ILP Participation - Lynda.com Tutorial

Lynda.com Tutorial on Video Editing

(1) Activity Log

Exploring Story
  • Story Telling
    • Oral 
    • Visual 
    • Written 
    • Performance
  • Film story telling is modern and unique
    • Hear Oral
    • See Visuals
    • Watch Performances 
    • Good Writing
  • Editting 
    • Non-linearly
    • Tools 
    • Grammar
    • Timing and pacing
    • Rules
  • The Story
    • You write 
    • You shoot
    • You edit 
  • Structure and Freedom
    • Writer’s vision 
    • Director’s vision 
    • Editor’s vision 
  • Film
    • Writer 
    • Producer
    • Director
    • Cinematographer
    • Editor 
  • Editors job
    • Assemble raw footage together to tell the entire story 
    • Choose camera angle and shot
    • Must know when to use long shot—relationship and content
    • Or use short shot—emotion and detail 
    • Know when to tighten up edits or loosen edits to let a scene breathe 
    • Must know when to follow rules and when and why to break them 
  • Constructing or reconstructing a reality to tell a story 
  • Scripted programs
    • Make good decisions 
    • Not many major issues with changing things 
    • Embellish Story 
    • Clarify scenes 
    • Realize vision 
  • Unscripted material 
    • Representing real people 
  • Visuals and music can add another dimension of watching edits
  • Editors have the power to change reality so you must remain true the story and truth 
The Grammar of Editing
  • Coverage 
    • Covering a scene multiple times from multiple angles 
    • Same action, different compositions 
    • Scripted projects— cover the same lines in different angles 
    • Unscripted projects— people and the world have natural patterns so there is still a chance to shoot different shots of the same content
    • Silence of the Lambs example
  • Shot compositions and meaning 
    • Long shot (LS) —show subject in its environment (physical or emotional to scene) 
    • Medium shot (MS)—detail but still content of scene 
    • Medium over the shoulder— power relationship between characters 
    • Close up (CU)—draw attention to subject, details, or heighten emotion
    • Low angle and high angle—power relationship 
    • Two shot—relationship between two subjects
  • Camera Movement
    • Tilt— up and down camera move from a fixed point 
    • Dolly—forward or back through space
    • Trucking—side to side through space  
    • Pedestal—up and down through space
    • Crane— mounted on a crane that can move from low to high (reveal more and more of environment as you go)
    • Camera movement should advance the story p
  • Lens Movement 
    • Zoom— increasing or decreasing focal length of lens 
    • Rack focus—changes focus from one plain to another 
  • Basic Editing Rules 
    • Continuity editing
      • Reconstruct reality from all the various shots covered 
      • Mise en Sense—means put on stage 
      • Make sure the content within the frame matches appropriately from one shot to another 
      • Costume, action, lighting, background must match 
      • Continuity of performance—pacing, emotion, voice
      • Spatial orientation (180 degree rule—Axis of action)
    • 20 mm/30 degree rule
      • Cut between shots that are different enough in size and angle 
    • Cutting on action 
      • When a subject begins an action in one shot, he or she finishes action in another shot
  • Understanding complexity editing
    • Passage of time
      • Montage— change over time; spectrum of ideas or emotions; create a new whole from the sum of parts
      • Methods of montage: 
        • Metric: each shot is the same length 
        • Rhythmic: length of clip determines emotional energy 
        • Tonal: image composition and emotional of shot determines emotional energy
        • Overtonal: combination of metric, rhythmic, and tonal stateless to achieve emotional energy 
        • Intellectual: shot collision 
      • Jump cutting 
        • Break continuity rules 
        • Shots not different enough 
        • Action not continuous 
        • Draws attention to edits not hide them 
    • Combination of ideas
    • Intensifying action 
  • Exploring timing and pacing 
    • Genre
    • Subject matter
    • Emotional output 
    • overall energy of the scene
    • Watch a lot of films and watch your own edits over and over again 
    • Step away and then come back to it
  • Structure and Transitions 
    • Basic: Beginning, exposition, climax, end
    • Control time and space (can begin with the end or middle—so many possibilities) 
    • Understanding, meaning, connection 
    • Parallel editing—combining scenes to get fully understanding 
    • Matching on action—example: editor cuts back and forth between the song scene and the fight scene 
    • Shifting from one idea, location, or point in time to another 
    • Swish pan—panning away from one scene and swishing to another (classic technique)
    • Match cut
    • More creative ways than fading to black between scenes
Exploring Nonlinear Editing Applications
  • Editting Software 
    • Abode Premiere Pro 
      • Mac and PC 
      • More widely used
      • Raw media kept in Project Pane
      • Review footage in Source monitor
      • Track based
    • Apple Final Cut X
      • Raw media kept in Libraries and the Browser
      • Review footage in Viewer
      • Storyline based
    • Avid Media Composer
      • Raw media kept in Project Window
      • Review footage in Source monitor
      • Track based
Editing Short Narrative Scene
  • Previsualization Materials 
    • Film treatment 
      • Short story 
      • Present tense
      • Directorial style
      • (1) Film synopsis
      • (2) Film outline
    • Storyboard
      • Shot content
      • Shot composition 
      • Camera and lens movement 
      • Notes
    • Shot list
      • Scheduled shots
      • Shot composition 
      • Camera and lens movement 
      • Notes
    • Camera report and shoot notes
      • Results 
      • Camera and lens info 
      • Takes 
      • Detailed comments
  • Starting the edit: Continuity editing 
    • You don't have to start in the beginning 
    • Put media in right general order
    • Mark the section you think you will include
    • Drag it down to the timeline
    • You can use the timeline as a sandbox to move and cut things around 
    • You can dim by grabbing the edge on the timeline and moving it 
    • Press B on the keyboard and gab and drag to close gap (ripple trim)
    • Press C for cursor to become a razor 
    • Press V to switch back to selection tool 
    • Press Command and Option key and drag to swap shot positions (dragging over will just override the clips)
  • Building the scene: Complexity editing
    • Pan away from shot A and pan into shot B 
    • Go into Assets and Broll to gain access to footage 
    • Press O key to mark out
    • Use Razor tool to chop up or slice a video into separate ones
    • Shift click and delete what you don't want
    • You can also Right click and press ripple delete 
    • Press B key for ripple trim tool
    • Press I key to mark in 
    • Worry about making the scenes and process make sense don't worry about it being perfect yet
  • Refining the scene: Trimming and matching to music 
    • Select the music to establish the mood and pacing 
    • Speed up the shots to match the music 
    • Each shot must flow nicely into the other 
    • Go through shot for shot and make sure your continuity is correct 
    • Zoom in with +
    • Press M to make a marker on the music 
    • Drag the video to snap to the marker to match the cues of the music with the video 
    • Rate Stretch tool (R on the keyboard) to manipulate speed
  • Reviewing the cut
    • Export as a file 
    • Right click on sequence and choose export media
    • Click Match sequence settings
    • Or choose format or preset
    • Choose export 
Editing a Short Documentary
  • Planning the edit 
    • Go through footage and interviews and sub click everything out 
    • Watching and listening (to form a plan of attack)
    • Adding interview segments
    • Removing unnecessary pieces 
    • Rearranging and patience 
  • Laying the foundation 
    • Include the appropriate sound bites
    • Remove the sections you don't want in the piece
    • Make sure the order makes sense and the process works
    • Don’t stress about it being perfect
  • Adding music and B-roll
    • Drag the audio to the timeline
    • You can make the music longer by selecting a piece and looping it 
    • Press R for Rate Stretch tool 
  • Refining audio 
    • “Trim Block on Audio” 
    • Rolling Edit tool 
    • Zoom out with -
    • Match on action 
    • Press F to match frame
    • Right Arrow to go to one frame
    • Press Y for Slip Edit 
    • Press Z for Undo 
    • Watch, listen, tweak 
    • Mute the music track to only hear dialogue track 
    • Press [ to Decrease clip volume 
    • Press ] to Increase clip volume 
    • Right click and choose Audio Gain to get it a little bit louder 
  • Adding basic effects and titles
    • “cmd d” is keyboard short to dissolve 
    • Spacebar to stop and play 
    • Effects and Video Transitions tab
    • Effect Controls panels then Motion then Scale 
    • Type tool selection to add a title 
    • Edit font and style with tool bar of “Title Properties” 
  • Reviewing the cut
    • Watch, step away, and watch again to make sure you don't miss anything 

Understanding Additional Post Product Processes
  • Sound design 
    • Human speech
    • Ambient Sound 
    • Sound effects 
    • Music 
    • Recorded on location
      • Dialogue 
      • Ambience 
      • Sync sound effects 
    • Recorded off location 
      • Unusable dialogue, re-recorded later
        • Automatic dialogue replacement (ADR)
      • Never recorded on location 
        • Some sound effects 
        • Some ambient sound 
        • Music
        • Voiceover or narration
    • Tone or mood 
    • Legitimacy of location 
    • Dramatic emphasis of characters 
  • Effect design 
  • Color design 
    • Correct individual shots
      • Set blacks and whites 
      • Remove color cast
      • Adjust hue and saturation 
    • Shot-to-shot correction 
    • Stylize
    • Look at footage with your eyes 
    • Series of video scopes

(2) The Learning Experience 
I really enjoyed this tutorial on lynda.com. Their learning experience is very easy to follow and entertaining to watch. The tutorial showed many real examples from movies that I have seen before so it really helped me understand the material because I was able to apply the content to something that I can better relate to and visualize. The tutorial consists of chapters with chapter section videos, each around 6 minutes long, with a main idea that they go further into in order for viewers to understand the overall material. I watched the tutorial on Video Editing because I see myself using and making videos in the future to teach a subject in a way that is entertaining and educational for my students. This tutorial introduced me to three different video editing programs that I can use in order to make this happen. I also learned about storytelling in general and how to use film conventions in order to stay true to the story being told. I think lynda.com did a great job in providing me with an introduction to video editing and I can’t wait to start playing around with some of these editing programs. 


(3) Evidence 
(The eyes next to the chapter sections shows that I viewed each of them)



ILP "Design" - How a Bill Becomes a Law Video

This iMovie video is meant to teach the steps of how a Bill becomes a Law. This video can be used for ages ranging from Elementary School to High School. This only explains the major steps so it is a very basic understanding of this legislative process. Hope you enjoy!

Monday, April 4, 2016

Blog #10

I think I will definitely be using Data Collection tools to record grades, such as test scores and homework or other assignment points. I can also use Data Collection tools to create charts for my visual learners when teaching any statistical information or compare/contrast material. I think Excel is a great program for making charts because you can easily type up the numerical content and it will create any type of chart you want by the touch of a button. Excel can also be useful for calculating statistical information easily and quickly through its formula feature. I will most likely use Data Collection for my own records and organization, as well as to create sheets that my visual learners can appreciate when studying scientific or mathematical statistics. The grade level matters when considering the complexity of the graphs I will be making. For elementary classes I will need to make the charts or graphs as simple and easy to follow as possible.
The topics I found most interesting when reviewing my classmates blogs were the ones in which they would discuss their experiences with our assignments. I like being able to read about how other people did on their assignments and compare it to my experience. I also love being able to see the finished products of my classmates' work, because sometimes it gives me ideas on how to make mine better in the future. I enjoy being able to relate to my peers and at the same time I also like reading very different perspectives because it broadens my understanding of the technology we've been using.  
I think the technology related skill I would most like to learn next would be more along the lines of video creating and editing. There are many videos out there so I'm sure I won't have trouble finding some that relate to what I'm teaching, but I think it will be interesting to be able to make my own videos for my class that relates to the subject I'm teaching. I also think it would be useful to teach my students this kind of technology so they can even make their own videos relating to the material being taught and share it with the rest of the class.
I can achieve my future educational technology-related goals by taking advantage of the resources FSU provides us. I can visit the sandbox classroom again, as well as the digital studio that is available for all students. By using these resources I can continue to enhance my tech-knowledge and keep discovering new useful computer techniques for my future.  

Monday, March 28, 2016

Blog #9

In a flipped classroom, instruction occurs outside of class and the homework like activities occur inside of class, figuratively flipping the classroom. This works by students listening to instruction online at home to prepare for in-class activities and work that corresponds to the lesson. This gives the opportunity for students to be alongside the teacher and peers while doing their "homework," which in a flipped classroom turns into classwork. I believe this in theory a good idea but I do not think this could work with every subject. Subjects like math and science can be difficult to instruct in a flipped classroom, in my opinion. I do not think a classroom should be entirely flipped, rather should alternate between traditional and flipped classrooms. Here is a link to a source of educational videos: https://www.khanacademy.org

Khan Academy is the link I provided above and it is a web-based resource that provides video lessons for multiple subjects and breaks down the material to help students who are struggling with understanding the content. I had teachers who assigned us to watch these videos whenever they were absent. This was beneficial because substitute teachers usually fail to teach whenever a teacher is absent. With Khan Academy teachers can assign lectures that students must take notes on in order to be more prepared for the lesson when the teacher returns. This can prevent falling too behind from your initial lesson plan. I think another great web-based resource is Qualtrics because it can be used to measure things like student progress and understanding, teacher evaluation, and parent involvement. This is an online survey resource, which would most likely be used for older students, not elementary, who can accurately and honestly answer survey questions. Here is the link: https://fsu.qualtrics.com/ControlPanel/ 

I really enjoyed this assignment and I think this is my favorite one so far. It did take some time to create but I chose a topic that interested me so it was actually fun. I know that when I use this in the future I won't necessarily be creating quizzes or games on subjects that interest me this much, but I still see myself using this skill because the end result is very satisfying and I know the kids will love it. I think I can improve the amount of questions I put on these quiz games because I would most likely want the game to last longer and give all my students a chance to play. In my game I only gave players one chance to get the answer correct, however, I think in the future I may manipulate the hyperlinks to allow players multiple chances. I definitely practiced my PowerPoint skills and this assignment taught me new functions of PowerPoint that I never knew existed, like hyperlinking slides and disabling linear presentations. Here are screenshots of my quiz game called "The Fault In Our Stars" (P.S. The pictures are actually gifs but you cannot see that in the screenshots)