Project Two—Countdown
Length of Project: October 10/14-November 4/7
Deadlines: 2 concept storyboards due October 17/21, Roughcut due by October 24/28. Final hand-in due Tuesday November 7/11 at 12:30/1:30pm. This project will be screened and critiqued in class.
Grade breakdown: 20% of final grade.
Project Grade Breakdown: See page 2 for details.
Overview
This assignment will further your current knowledge of design for time based media by introducing you to narrative development. While paying close attention to the temporal qualities of pacing and rhythm evident in academy leader, this assignment will use established conventions for visual experimentation through a simple visual sequence.
You will conceptualize and execute a 10-second visual countdown sequence—based on Academy or SMPTE Leader—using original photo-based imagery as the primary and/or originating video source (still sequences or video footage). You may incorporate drawing and other digital, mechanical and analog methods of representation, but your sequence must not consist entirely of number forms generated in Final Cut Pro or After Effects.
Traditionally, Academy leader (and SMPTE leader), or the head leader at the beginning of each reel of a film, comprises section that contains information about the reel’s content (such as film title, reel number, etc.). The countdown section begins with the Picture Start frame, which is considered the “start mark,” followed by a numbered rundown, totaling 12 feet or 8 seconds. The last number is two seconds (three feet) before the beginning of the active picture.
Specifications
Duration—10 seconds for leader sequence not including titling and credits
Content—Numbering of 10 to 3 must be placed precisely in the beginning of each second. Number 2 must last 1 frame only. Numbering for the final second (1) must not appear.
Audio—One-frame audio blips placed at first frame of each identifiable and numbered second.
Aspect Ratio—NTSC DV
Deliverables and Project Guidelines
1. a DVD version submitted in hard format. See page 3 for information as to how to export from FCP to iDVD.
2. mov file for instructor
3. Creative Brief
4. Storyboard
5. a page on your individual blog that includes:
video linked to page from You Tube or vimeo
design statement (no more than 250 words)
credit information
Also post process work to include your storyboards as images, finalized creative brief
and any other annotated sources relevant to understanding your work.
Creative Brief
This list can be used/adapted to outline the parameters of your project
1. Title—possible name, working title
2. Overview—description of concept
3. Audience/context—who is the intended audience and what is the context and how this will be considered in project?
4. Key Message—what do you want your audience to learn from your work?
5. Content Planning—what content you will include, how will this be generated and how will it will be structured?
6. Bibliography—relevant sources used in work
7. Visual/Conceptual References—images and ideas that inspire your concept
Storyboard/Visual Script
Design a storyboard format that best suites your individual working method. Storyboards are used for planning and need to communicate the significant frames in your sequence. Be sure to adequately describe your frame with accompanying text.
Credit information should appear at the end of your work to include:
Creator’s name
Course/section
Project title
Instructor’s name
York/Sheridan Joint Program in Design
Acknowledgment
Yourname©2008
Schedule
Oct 10/14
intro to project and some examples of student work, begin storyboard and creative brief
Oct 17/21
Storyboard and creative brief completion x2, desk and peer critiques
Oct 24/28
Output a Quicktime of work for desk and peer critiques in class.
November 4/7
Project 2 due in class for presentation and critique
Evaluation
Concept development: demonstrated understanding of formal and conceptual concerns with regards to video structure
« weight 30 »
Creativity: developing a creative and unique video based on the project guidelines, and ability to experiment with the format of the project
« weight 30»
Final video: technical and aesthetic quality and control of the final video in terms of composition, aural details and editing and attention to detail.
« weight 20 »
Meeting project deadlines: materials ready for stated deadlines, participation, ability to explain your conceptual, creative, aesthetic and technical decisions.
« weight 20 »
Project One—Light/Form—Final Hand-in
Length of Project: Classes 1-6
Deadlines: Roughcut for peer review by October 3 (B), October 7 (G). Final hand-in due class 6, Friday October 10 at 12:30pm (B), Tuesday October 14 at 1:30pm (G). This project will be screened and critiqued in class.
Grade breakdown: 25% of final grade.
Project Grade Breakdown: In-Class Exercises 1-3 (10% each). Final hand-in 70%. See page 2 for details.
Specifications: 1 minute, NTSC DV, audio.
Submission specifications: a) Output to miniDV tape ready to present to class. b) mov file submitted to instructor, c) written peer rough-cut review comments
Overview
Project One has been based on three in-class exercises intended to provide you with an introduction to frame composition, light, audio, and editing. In groups, you will produce a one-minute video by adding visuals to the soundscape you produced during Exercise 3 (Sound Essay) using the criteria outlined below.
Guidelines and Procedures
Beginning with the soundscape you composed for Exercise 3 (Sound Essay) develop your theme or a point of view by adding a visual component. Your creative direction will continue to be determined by the choices you made from the noun and verb lists, but you may add an additional verb.
Nouns: environment, history, time, age, culture, space, information, activism, art, language, weather, interface, geography, people, media, money, networks, nature, work, city, transit, shelter, future; or propose a noun with approval from your instructor.
Verbs: bloom, break, burst, combine, crash, crease, cut, drop, condense, dissolve, elevate, emerge, escape, exchange, fracture, flow, float, grab, grow, join, lift, meld, melt, merge, mix, open, peel, perforate, decay, destroy, pierce, push, plunge, prevent, reveal, raise, rotate, repulse, scrape, splinter, tear, trap, unite, wrap; or propose a verb with approval from your instructor.
Use only still images as your source visual material. These must be original (no stock photos) captured by you or your peers, you may share images with your peers. You may use your work or the techniques from Exercises One and Two or explore working with new still images and audio in a different way altogether.
Ensure the overall structure of your video, your compositional (visual and aural) and editing decisions (your shot/sound placement, transition, effect choices and sequencing) as well as the content of your photographs and sounds formally and conceptually relate to the position you wish to communicate. Pay close attention to graphical (as well as rhythmic, temporal and spatial) editing techniques and to the process of experimentation you have been engaged with throughout the three in-class exercises. Be prepared to discuss your decisions as to every detail of your video.
Once you have a rough cut (by October 3 or October 7), find a group to critique your project and a project to critique. Give your written feedback to the group in a timely manner. Assess the projects using the criteria listed in the evaluation section of this assignment brief. Submit your written comments with your final projects.
Evaluation
Concept development: demonstrated understanding of formal and conceptual concerns with regards to video structure
« weight 30 »
Creativity: developing a creative and unique video based on the project guidelines, and ability to experiment with the format of the project
« weight 30»
Final video: technical and aesthetic quality and control of the final video in terms of composition, aural details and editing and attention to detail.
« weight 20 »
Meeting project deadlines: useful, well-considered rough-cut peer feedback given in written form, peer-feedback received and incorporated and/or taken into consideration, participation, ability to explain your conceptual, creative, aesthetic and technical decisions.
« weight 20 »
Sound Essay—In class exercise 3—Part 2
Section B: Due class 4, Friday September 26
Section G: Due class 4, Tuesday September 30
As we work towards the Project 1 final, each student will compose a Sound Essay to explore a theme or a point of view. To generate our creative direction, you will choose 1 from the noun list and 2 from the verb list:
Nouns:
environment, history, time, age, culture, space, information, activism, art, language, weather, interface, geography, people, media, money, networks, nature, work, city, transit, shelter, future; or propose a noun with approval from your instructor.
Verbs:
bloom, break, burst, combine, crash, crease, cut, drop, condense, dissolve, elevate, emerge, escape, exchange, fracture, flow, float, grab, grow, join, lift, meld, melt, merge, mix, open, peel, perforate, decay, destroy, pierce, push, plunge, prevent, reveal, raise, rotate, repulse, scrape, splinter, tear, trap, unite, wrap; or propose a verb with approval from your instructor.
Just as we did in the listening exercise, try bringing everyday sounds out of their normalized context (where they are often ignored/not heard). Your objective is for the Sound Essay to echo the sensibilites
of your chosen words, not to interpret the verbs as literal sounds. By framing familiar sounds in a new way, you will evoke memories, ideas, and imagination of your audience.
The Sound Essay will be exactly 1 minute long and be constructed from found sounds; begin with those found in the Free Sound Project, www.freesound.org, but you may record your own if you are unable to find material you want to work with. Familiarize yourself with the licensing issues on the site and be prepared to discuss your research.
You will have to convert the downloaded wav files to aiff files (48k, 16 bit) before you import them into FCP. Do this in iTunes as per the class demo.
Direct your focus towards environmental sounds (avoid musical soundtracks) and minimize effects in editing. Use transitions (fades), explore what amplitude and equalization do and be prepared to discuss your findings with the class.
For next class have your one-minute Sound Essay (posted to your blog) and exported as an aiff file ready for class critique.
Exercise 3
For the next exercise leading up to Project 1, we will be focusing on sound as a compositional element in time-based media.
Between now and next class, we will mindfully listen to the sounds in our everyday environment. In doing so, we will document the individual sounds and composite soundscapes that occur naturally in our daily lives.
As a preliminary for this exercise, you will find two places; one inside and the other outside. In each of these places you will sit quietly for ten minutes with your eyes closed and listen deeply to all the sounds in this place. Bring a notebook/paper and a pencil/pen to jot down a list of all sounds you notice. Record any insights/thoughts you have in regard to these sounds and their effect on you. Think about the following:
- Describe your setting, time and any important particulars
- What sounds did you notice?
- Any interesting or notable patterns?
- Did you become aware of previously missed sounds?
- Were some sounds more prominent than others? Why do think so?
- What did you notice about the quality of the sounds?
- Reflect on your overall experience and understanding of everyday sounds
You will then post this documentation in your blog for next class (Sept 19/23). In this class we will use sound to construct a timeline in relation with our images for Project 1. Please bring headphones, earbuds for next class.
In class exercise 2
This exercise is designed to provide you with an introduction to editing techniques. Graphic, rhythmic, temporal and spatial relations within shots will be explored, as well as the fundamental compositional elements of light, frame and duration.Due class 3 (Friday September 19): 30 second Quicktime .mov (no audio) ready to present to class.
Specs—NTSCDV, 29.97 fps, 30 seconds
Procedure and Exercise Guidelines
1. Using a digital still camera or a video camera in “photo” mode locate and capture a minimum of 30 circles or circular forms. You have 1 hour and 15 minutes.
You may work with any units of composition you like (close ups, wide shots, etc…) however, the centre-point of the circular form must be in the same position within your frame. You may capture as many images as you like as long as you have at least 30.
2. Return to class and download your images to a folder on your computer.
3. Using Final Cut Pro or Express, create a new project, name the sequence and import your images to a new bin. Be sure to set the scratch disks and project preferences.
4. Edit your sequence. You should be looking towards this phase even as you are gathering your images by defining an idea you are interested in exploring. The idea can be formal (ie. scale, colour) or conceptual (ie. alienation) and preferably both. Use different transitions (dissolves, cuts etc…) to separate your images, keeping your idea present as you articulate how one shot moves to another and how this affects your movie.
5. Title your video at the beginning, and provide an end credit with your names, course section and the date. The total length of this sequence is 30 seconds.
6. Render your sequence and export to Quicktime (.mov). Be prepared to present your video at the beginning of class 3, September 19 at 12:30pm and September 23 at 1:30pm. As well, post a version of your movie to your blog.
1. Using a digital still camera or a video camera in “photo” mode locate and capture a minimum of 30 circles or circular forms. You have 1 hour and 15 minutes.
You may work with any units of composition you like (close ups, wide shots, etc…) however, the centre-point of the circular form must be in the same position within your frame. You may capture as many images as you like as long as you have at least 30.
Design Journals or Blogs
Length of Project: Classes 2-13
Deadlines: 8 postings are due throughout term
Grade breakdown: 15% of final grade.
Overview
As part of your ongoing development as designers of time-based media, you will keep and regularly contribute to a design journal to document your individual process. This journal will be hosted online in a blog format that affords the opportunity to share with others your on-going design sources, inspirations and resources.
This idea of updating and processing your design ideas is a way of tracking your own activity while expanding your exposure to time based communication and it’s many permutations. As designers, it is critical that we learn how to situate our own work and acknowledge our influences within the traditions in which we practice.
In addition, this will be a forum for hosting your course work with updates of project development throughout the term. Photos, sketches, storyboards, audio are some of the media that can be readily uploaded and linked to your blog. I encourage you also, to use this forum for creative and technical information sharing.
The class site is http://ysdntbc3009.wordpress.com. Once you have set up your blog, let me know by email and I will add you to the “bloroll”.
Procedure and Guidelines
In addition to your regular project work, students should post regular updates to explore their own interests in time based communication. Each posting should be a thoughtful and a well articulated exploration of an idea, article or design work that adds to your own understanding of this medium. The postings should be approximately 2 to 3 paragraphs and where appropriate include links, visuals and other media to add value. A total of 8 postings in total for the term is the goal and they should be spread out throughout the semester.
Exercise 1
Length of Project: Classes 1-5
Deadlines: Final hand-in due beginning of class 5, Friday October 3/Tuesday October 7. This project will be screened and critiqued in class.
Grade breakdown: 25% of final grade.
Project Grade Breakdown: In-Class Exercises 1-3 (10% each), Final hand-in 70%. Feedback for the in-class exercise components of this project will be given during class group and desk critiques. Grades for this project will be given within 2 weeks of final hand-in.
Project 1 Overview
project 1 is process-oriented and is based on three in-class exercises intended to provide you with an introduction to the basics of frame composition, light, audio, and editing. In groups, you will expand on (at least) one of these in-class exercises, and produce a one-minute video with one track of audio which will be assembled using Final Cut Pro. Final hand-in specifications and guidelines will be distributed in class 3.
In class exercise 1
This exercise is designed to provide you with an understanding of light, frame and duration as a fundamental compositional elements in all moving image and time-based work.
Due class 2 (Friday September 12 and Tuesday September 16):
30 second Quicktime .mov (no audio) ready to present to class.
Specs—NTSCDV, 29.97 fps, 30 seconds
Procedure and Exercise Guidelines
1. Select a location with a natural light source. The location can be exterior or interior.
2. Find a compelling composition at your location.
Your frame must be static and constant, and the registration must not change—use a tripod or place the camera on a stable surface. You can choose to isolate a detail or pattern at your location or provide a panoramic view, but your camera must be open to the widest possible frame—do not zoom in, move the camera instead.
3. Shoot one still image every minute for one hour, so that you end up with 60 individual images. If your camera has a built in light meter, take a reading and write that reading down. Jot down any thoughts, observations you have after every shot.
4. Using Final Cut Pro or Express, create a new project, name the sequence and import your images to a new bin. Be sure to set the scratch disks and project preferences.
5. Place your images in the timeline and set the duration for each still image. Copy this image sequence, and reset the durations so that you are experimenting with different time-lengths. Separate each of these image sequences by one second of black.
6. Title your video at the beginning, and provide an end credit with your names, course section and the date. The total length of this sequence is 30 seconds.
7. Render your sequence and export to Quicktime (.mov). Be prepared to present your video at the beginning of class 2, Friday September 12 at 12:30pm and Tuesday September 16 at 1:30pm.
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