Challenge 8 - Multimedia Digital Story

The Shoemaker from Dustin Cohen on Vimeo.

Challenge

Your challenge is to develop a short digital story, using the various techniques that you have learned to best tell your story in the best way you can. Consider how the way in which you tell the story can enhance and enrich the story itself. You may need to digitize analog material for this, but it is not necessary. The complete piece should be approximately 2-3 minutes in length.

Objectives

• Create an original digital story
• design and develop the necessary audio and video
• shoot or record all required footage
• Edit a video together that tells a personal story
• Experiment and explore video and audio storytelling tools

Rationale

This task requires you to develop an original short, personal non-fiction story, making use of all the techniques learned and more. It requires addressing all phases of pre-production, production, and post-production. Identifying a subject and structuring a story, shooting and recording video and audio, as well as editing and layering production elements are all parts of the process.

Instructions

You must develop a story structure that you can produce. Consider reviewing some resources like the Digital Storytelling Cookbook, from the Center for Digital Storytelling, and Visual Storytelling, form the Center for Documentary Studies at Duke University. These short booklets will offer plenty of advice on how to find and compose a piece for this assignment.

Here is a list of shot possibilities for you to consider and use in pre-production planning.

Documenting Material

While you are highly encouraged to create and use all original material, make sure that in your write-up for your work that you use the question tool provided should you use any copyrighted material (Copyright IV: Documenting Your Fair Use Claims), as well as include a MLA Works Cited list.

Requirements

• Be sure to attribute and cite all found visuals and audio.
• Add value and repurpose your audio and visuals, transforming them into new creative work.
• Select safe material, both audio and video, avoiding anything questionable and explicit in nature.

Exemplars

Here is a short example from a CDS Workshop, 7th Word by Tate Francisco BlackBear, a Native American teen.




7th Word is a good short example of the many layers that are at work in a multimedia digital story. As the Digital Storytelling Cookbook explains:

Digital stories contain multiple visual and audio layers.
The visual layers are:

• The composition of a single image
• The combination of multiple images within a single frame, either through collage or fading over time
• The juxtaposition of a series of images over time
• Movement applied to a single image, either by panning or zooming or the juxtaposition of a series of cropped details from the whole image
• The use of text on screen in relation to visuals, spoken narration, or sound

The audio layers are:

• Recorded voice-over
• Recorded voice-over in relation to sound, either music or ambient sound
• Music alone or in contrast to another piece of music

Student Exemplars

Challenge 7 - Music Video Movie Mashup

Challenge 

Your challenge is to create a music video movie (or television show) mashup for a song of your choice. If you have ever thought that a particular song would have worked perfectly in a particular movie, here is your chance to make it a reality. You can either use clips from the film to tell the song's entire story or intercut it with the original music video. Either way, you decide. Try to make it look as authentic as possible and tell a story of some kind.

Objectives

• Create a music video montage from a movie
• Select a song or music video as foundational audio or video
• Find and select video footage from one or more movies, even a television show
• Edit a video together that gives the music a visual dimension
• Experiment and explore video and audio storytelling tools

Rationale

This task requires you to use copyrighted material in a transformative way, making your own new creative work from selections of copyrighted material. Identify video and audio and then repurpose and remix them into a montage music video based on the song of your choosing. It also provides a platform for structuring and telling a story arc, incorporating specific effects, as well as practicing the critical thinking and reasoning skills required for making a fair use claim.

Instructions

There is a limit to the amount of video footage you can choose, primarily based on the song length. You may use the original music video or not but must select video footage from one or more movies or a television show.

Crafting a Story Arc

Impose a structure on your video and organize your sequencing, especially if the song calls for it. Keep it simple and use the song's lyrical structure as guide or create a structure from the video footage you select. If you are using a song that is more instrumental or has less lyrical narrative impose the story structure with the video selections.

Finding Video

The simplest method is to rip a DVD that you own and cut the shots and scenes you want to use. Also, you can conduct advanced searches to find clips. However, look for the highest quality video you can find when searching on the Internet.

You may need to download the footage and keep a log of your clips to use with your video editing tool. Regardless, you will need proper attribution for your selected material, including MLA citation.

Finding Audio and Songs

Use songs from your collection or find a music or performance video. The music will provide the foundation for the video you produce.

Documenting Material

Make sure that in your write-up for your work that you use the question tool provided to help you document your copyrighted material (Copyright IV: Documenting Your Fair Use Claims), as well as a MLA Works Cited list.

Requirements

• Be sure to attribute and cite all found visuals and audio.
• Add value and repurpose your audio and visuals, transforming them into new creative work.
• Select safe material, both audio and video, avoiding anything questionable and explicit in nature.

Exemplars

Student Exemplars

Legal

This lesson has been adapted from the DS106 Assignment Bank, a component of the course begun at the University of Mary Washington by Jim Groom, Spring 2010.

Copyright V: Documenting Your Fair Use Claims

Open Video Conference (19-20 Junio) - cc licensed ( BY NC SA ) flickr photo shared by Rocío Lara

Documenting Fair Use

Making a fair use claim when using copyrighted materials in your projects requires a process of interpretation and reasoning. In order to strengthen both your critical thinking skills and fair use claim, you must address the following questions and include them in the blogpost that accompanies the presentation of your project.

Some items below may be more appropriate for the narration of the work and others the reflection. Regardless, make sure that all items are addressed.

Fair Use Tool

• What is the purpose of the project?
• Explain the purpose, inspiration, even intended message
• Who is the target audience?
• Explain the who is intended to experience and review your work, which should be wider than simply your classmates or teacher.
• Why are you using copyrighted material?
• For example: I am using (describe copyrighted material) because (provide a reason).
• How does your use of the copyrighted work “transform” the original material and use it for a different purpose than that of the original?
• Explain what you you have done to the original material in using it.
• How have you added value in your use of the copyrighted material?
• Explain how and why your work does not simply repeat the intent and value of the original source. 
• Did you use only the amount you needed to accomplish your purpose? 
• Explain why made the selection that you did.
• What is the MLA citation for the material you are using?
• For example: AC/DC. Back in Black. Robert John "Mutt" Lange, 1980. CD.

Legal

All copyright lessons are inspired by and adapted from the Copyright And Fair Use: Lesson Plans for High School, College and Graduate Education work of Media Education Lab Professor Renee Hobbs at the University of Rhode Island's Harrington School of Communication and Media.

Copyright Part IV: Applying Best Practicesof Fair Use

Open Video Conference (19-20 Junio) - cc licensed ( BY NC SA ) flickr photo shared by Rocío Lara

Objectives

• Recognize the Code of Best Practices, which offers a model for upholding fair use in education
• Apply the Code of Best Practices, strengthening reasoning skills. as well as increasing confidence when using copyrighted materials, while advancing critical thinking and communication skills
• Evaluate case studies, videos, and other tools to guide the process learning and applying fair use, based on the Code of Best Practices, in specific contexts

Rationale

All student deserve and need a well-founded understanding of copyright and fair use, as a matter of free speech, as well as its impact on our daily activity. People are continually gathering, sharing, creating, and using intellectual property and copyrighted material as part of our increasingly digital culture.

Additionally, all communities of practice benefit from codes of best practices, which establish the context and social norms for what is appropriate fair use of copyrighted materials. These best practices frame the concepts and techniques for interpreting fair use, as it relates to the rights of copyright owners and users. Additionally, a creative community's best practices help to advocate and strengthen their rights as users in a relevant way that is recognized by law.

Challenge

Your challenge is to differentiate the four factors and five principles of fair use, interpret the Code of Best Practices in Fair Use for Media Literacy Education, and synthesize their application in both hypothetical and practical contexts. Ultimately, you must be able to identify transformativeness and evaluate appropriate fair use claims regarding copyrighted materials.

Instructions

Please complete the following activities in preparation for class.

Required Viewing

Watch the video Code of Best Practices in Fair Use for Media Literacy Education from the Media Education Lab, now located at University of Rhode Island.


After watching the video, consider how the Code of Best Practices in Fair Use for Media Literacy Education helps educators use their Fair Use rights.

Required Reading

Read Code of Best Practices in Fair Use for Media Literacy Education, paying particular attention to the five principles and their explanation, as well as the myths about fair use.

Also read the six "Hypothetical Scenarios" and be ready to discuss the merits of each in class.

Required Writing

Draft an outline of the five principles from the Code, including a description, a justification or reason why it is included, and potential limitations to consider and the rationale provided for why educators can benefit from the Code. Make sure students can (2) explain why each of the five principles has a description, a justification and a set of limitations to consider.

Draft a couple of paragraphs in answer to the question: How and why does education benefit from using a code of best practices?

Legal

All copyright lessons are inspired by and adapted from the Copyright And Fair Use: Lesson Plans for High School, College and Graduate Education work of Media Education Lab Professor Renee Hobbs at the University of Rhode Island's Harrington School of Communication and Media.

Copyright Part III: Understanding& Applying Fair Use

 Copyright license choice - cc licensed ( BY SA ) flickr photo shared by opensource.com

Objectives

• Illustrate that fair use requires reasoning and interpretation of context and situational factors
• Compare the reasoning, interpretation and divergent thinking required to make a fair use analysis to critical thinking and analysis skills through media literacy education
• Apply the the concepts of copyright and fair use to the practice of teaching and learning

Rationale

Understanding and applying fair use of copyrighted material requires interpretation. The fair use provision is deliberately flexible to anticipate and meet the needs of a constantly changing and unpredictable world. This means that there are no simple checklist or easily quantifiable way to identify what constitutes fair use of copyrighted material.

It is important to remember that reasonable people can disagree about fair use. In determining fair use there is no right answer. Again, it requires interpretation. As a result, courts have established a “reasonableness standard” limiting liability in certain educational contexts. Confidence in applying fair use requires practice in critical thought, use of reasoning, and analysis of the four factors, while reflecting on the rights of the copyright owner and the rights of the user.

Challenge

Your challenge is to gain a deeper understanding of copyright as a legal concept, as well as the provision of fair use, and transfortiveness, through reading, discussion, critical thinking, and writing. Gaining a deeper, more nuanced understanding will help you apply a reasoning process that considers the context and situation when exercising your right to fair use of copyrighted material.

Instructions

Please complete the following activities in preparation for class.

Required Viewing

Watch the video "Users' Rights, Section 107" from the Media Education Lab, now located at University of Rhode Island.



After watching the video, replay the song while following along with the lyrics (pdf) and note some examples of creative work that you believe relies on the concept of transformativeness.

Required Reading

Read "Bill Graham Archives v. Dorling Kindersley FAQ" by Renee Hobbs, Katie Donnelly and Sandra Braman, which provides a summary of an important fair use case and its implications for education.

Recommended Reading

• "Remix as “Fair Use”: Grateful Dead Posters’ Re-publication Held to Be a Transformative, Fair Use" by Martine Courant Rife @ Conference of College Composition and Communication

Required Writing

Draft a narrative outline (three act structure) that explains the facts of the Bill Graham Archives v. Dorling Kindersley case. include things like who is the protagonist and antagonist, setting, conflict, rising action, climax, resolution, and any moral or lesson.

Draft a an explanation in your own words how the publisher was able to publish and use images from the Bill Graham Archives, making them transformative, and therefore a fair use of copyrighted material. Be prepared to share them in class.

Legal

All copyright lessons are inspired by and adapted from the Copyright And Fair Use: Lesson Plans for High School, College and Graduate Education work of Media Education Lab Professor Renee Hobbs at the University of Rhode Island's Harrington School of Communication and Media.

Copyright Part II: Copyright Confusion& Its Consequences

fuzzy copyright -  cc licensed ( BY NC ) flickr photo shared by Nancy Sims

Objectives

• Investigate how lack of knowledge about copyright and fair use negatively affects teaching and learning
• Differentiate why many "educational use guidelines" do not have the force of law 
• Analyze how "educational use guidelines" interfere with genuine understanding of fair use

Rationale

Confusion and misinformation regarding copyright has multiple far-reaching consequences. Unnecessary copyright restrictions and lack of understanding about copyright law, often perpetuated by myth, fear, and attempts to concentrate control, continue to limit knowledge, innovation, and user's rights. Yet, copyright law allows for wide-ranging use of copyrighted material without permission or royalty payments. In fact, use of copyrighted material for educational purposes affords a broader range of fair use exemptions. Educators and students alike can take more control by gaining greater knowledge of copyright issues and making well-founded claims of fair use.

Challenge

Your challenge is to identify the instances and consequences of copyright confusion, differentiating fact from opinion, as well as explain how ignorance threatens the right of fair use.

Instructions

Please complete the following activities.

Required Viewing I

Watch the video "The Cost of Copyright Confusion" from the Media Education Lab, now located at University of Rhode Island.

Required Reading

Read "Educational Use Guidelines FAQ" by Renee Hobbs, Katie Donnelly and Sandra Braman, which provides a summary of the history and issues related to "educational use guidelines" and its impact on fair use.

Having read the FAQ document take a look at these two attempts at creating educational use guidelines. When viewing the following two examples consider and note the limitations that they impose, especially the specific ones that include numerical limitations.

Spend some time exploring Baruch College's Interactive Guide to Using Copyrighted Media in Your Courses. The site metaphorically uses a subway map as the user experience of determining whether or not to use a copyrighted material. Run through the interactive guide a few times trying different pathways to get a feel for their attempt to clarify educational use guidelines.

Read Hall Davidson's chart Copyright and Fair Use Guidelines for Teachers. Davidson is the director of the Discovery Education Network, the Discovery Channel's educational outreach program. This page attempts to outline what is acceptable use based on media type.

Required Viewing II

Watch the short advocacy documentary Jacob Caggiano's  Eyes on the Fair Use of the Prize.




Think of two comments about either the documentary or topic of copyright in general.

• one fact-based comment on what you have learned about copyright and fair use
• one opinion-based reaction, including any feelings, personal experiences, and reflections. 

Discussion

Think of a list and some brief explanation of the advantages and disadvantages of the educational use guidelines that you viewed. Why have  educational use guidelines contributed to copyright confusion? Be prepared to share in class.

Also, consider some reasons why business leaders want specific, detailed rules, such as those presented in various educational use guidelines like the one's you viewed. Then consider why some educational leaders want such specific, detailed rules.

Legal

All copyright lessons are inspired by and adapted from the Copyright And Fair Use: Lesson Plans for High School, College and Graduate Education work of Media Education Lab Professor Renee Hobbs at the University of Rhode Island's Harrington School of Communication and Media.

Copyright Part I: Concept, Law, & Rights - Overview

Copyright Symbols - cc licensed ( BY ) flickr photo shared by Mike Seyfang

Objectives

• Identify copyright law's design to promote creativity and growth of knowledge, considering rights of both owners and users
• Explain how fair use ensures that copyright law does not limit First Amendment rights
• Distinguish ways in which copyright law has expanded to protect owners over a period of time
• Describe how fair use enables flexibility to be relevant and useful to many creative communities 

Rationale

Understanding copyright, involves understanding the First Amendment of the Bill of Rights. The First Amendment specifically protects a handful of freedoms related to religion, speech, petitions, assembly, and the press. Principally, these protections preserve the freedom of self-expression. The concept of copyright is built upon the First Amendment and the greater US Constitution, legal documents that establish rights and limitations.

The purpose of copyright is to promote creativity, as well as the use and advancement of knowledge. Copyright law is intended to balance the rights of users and owners of intellectual property. However, there are far too many misconceptions about copyright that threaten both the advancement of learning and knowledge and users rights of fair use and free speech, all vital elements for a healthy democracy.

In a world where digital technology makes it easier than ever to copy, share, use, modify, repurpose, and distribute, it is more vital than ever that individuals understand the implications of copyright, fair use, and free speech so they can both exercise their rights and avoid criminality.

Challenge

Your challenge is to gain a deeper understanding of copyright as a legal concept, as well as the provision of fair use, through reading, discussion, critical thinking, and writing. Gaining a deeper, more nuanced understanding will help you apply a reasoning process that considers the context and situation when exercising your right to fair use of copyrighted material.

Instructions

Please complete the following activities.

Required Viewing

Watch the video "What's Copyright?" from the Media Education Lab, now located at University of Rhode Island.



After watching the video, replay the song while following along with the lyrics (pdf) and note how your perceptions of copyright may have changed from your initial assumptions of the concept.

Required Reading

Read "Understanding Copyright" (pdf) by Renee Hobbs, Katie Donnelly and Sandra Braman, which provides an general introduction to concepts and relationships between copyright, fair use, and free speech.

Recommended Reading

• "The Purpose of Copyright" by Lydia Pallas Loren @ Open Spaces Quarterly
• "Copy This Essay: How Fair Use Doctrine Harms Free Speech and How Copying Serves It" by Rebecca Tushnet @ The Yale Law Journal 

Required Writing

Make two lists, one for everything you learned about copyright after the video and reading and another with all the questions you now have about copyright? Be prepared to share them in class.

Legal

All copyright lessons are inspired by and adapted from the Copyright And Fair Use: Lesson Plans for High School, College and Graduate Education work of Media Education Lab Professor Renee Hobbs at the University of Rhode Island's Harrington School of Communication and Media.

Challenge 6 - Current Thoughts

cc licensed ( BY NC ND ) flickr photo shared by the rik pics

Objectives

• Interview a number of people about a question on specific topic
• Gather footage that highlights the context of the location(s)
• Edit the A Roll answers with your B Roll footage
• Experiment and explore video and audio storytelling tools

Challenge 

Your challenge is to create a two to three minute video, by asking a variety of people their opinion about something specific. Think of the kind of on-the-street reporter that asks random people the same question. Develop an interesting, open-ended question and ask a number of people to respond. Make it look as authentic as possible, picking good locations, and gathering contextual footage.

Rationale

This task requires you to develop an open-ended question and ask a variety of people their opinion on the topic. Identify good shooting locations and compose shots, both A Roll and B Roll. It also provides a foundation for documentary filmmaking. It requires shooting, editing, and capturing quality audio, as well as practicing the critical thinking and reasoning skills required for shooting interviews.

Considerations

• Does the location have adequate lighting?
• Does the location allow quality audio recording?
• How can you compose your A Roll shot?
• What kinds of B Roll footage can you capture (think audio as well as video)?

Instructions

Shoot interview answers to your selected question in close-up , no more than shoulders of the body should be visible beyond faces. Try to get your respondents talking and sharing their thoughts and opinions in some detail. You can edit later. Pay attention to the environment and look for potential B Roll footage. Also, consider recording some footage during your informal chatter, as you let them know the question and prepare to capture their answer. There is a natural limit to the amount of people you can include within a video limitation of two to three minutes (approximately 3-6 people should be enough, provided they give thoughtful answers). You are encouraged to begin and end the piece with your own comments.

Tools

Use your smart phone to capture the video footage. Be sure to get close-ups, especially because it will provide you with greater audio. There are a number of video editing apps which are free, and everyone with an iPhone likely has access to iOS iMovie with a recent purchase of the phone (Pinnacle Studio is also an excellent choice). Feel free to choose the one that best suits your needs. It might be worth exploring some of the options before making a decision, and don't feel compelled to buy anything.

Requirements

• Shoot all of your own video footage

Legal

This lesson has been adapted from the DS106 Assignment Bank, a component of the course begun at the University of Mary Washington by Jim Groom, Spring 2010.

Challenge 5 - Movie by Number

Challenge 

Your challenge is to create a one minute video, using found still images with permission, that represents a single number in a creative and artful way. Show the number as it is represented in the world and nature. It need not always be literal. Be creative. Think metaphorically. Also, add relevant music but not narration. Let the visuals and the music tell the story of the number you have selected.

Objectives

• Create a video, including visuals and audio
• Find and select still images, that you have permission to use, that represent the selected number
• Arrange images and audio in a way that represents the number creatively
• Edit audio to meet the assignment limitations
• Experiment and explore video and audio storytelling tools

Rationale

There are a handful of ways to use copyrighted material in your own creative work. Identifying images, filtered by permissions and editing copyright songs, provide an introductory step toward deeper understanding of the concepts of transformativeness and copyright. Similarly, representing a number, already an abstraction, supports abstract and figurative thinking.

Instructions

There is limit to the number of images you can choose. However, the one minute limitation impacts how many found images that can be used well in your video. Similarly, the one minute limitation has greater implications for the audio selection(s), considering most songs exceed a minute in length. Yet, there is also no limitation to the number of songs you can remix. You may even consider composing your own audio.

Finding Images

Conduct advanced searches using the copyright owner's permissions as a filter. There are a number of tools that allow you to search for license or royalty free and Creative Commons licensed images, including:

• Creative Commons Search - a meta search tool for scanning multiple source sites
• Photo Pin - search engine for Creative Commons and non-Creative Commons images
• Compfight - search engine for commercial and Creative Commons images in Flickr, with clear distinction between commercial and free
• Let's CC - Creative Commons search tool
• Multicolr Search Lab - search engine by color for Creative Commons and Flickr
• imagebase - searchable database of royalty free photographs
• morgueFile - searchable database of royalty free photographs
• everystockphoto - search engine for license-specific and free photos
• Advanced Search and Filtering options for Google, Bing, and most other search engines

You will need to download the images to use with your video editing tool. Additionally, you will want to maintain some method of tracking and including proper attribution for the images and songs.

The video editing tool you use is your choice, but you will need to make a rough cut of your images in preparation for a separate audio track.

Finding Audio or Songs

Since there are already significant limitations on length of the audio you can use, the possibility exists for you to include samples from known, popular music. However, you will need to edit the audio to create a remixed version of the selections to suit your piece. You may also create or compose your own music for this project, if you choose. It may be beneficial to edit your audio separately, using an audio editing tool, and then add it to your rough cut video in your primary editing tool.

Select a Main Tool

There are a number of video editing tool options for combining video and audio, and everyone with a MacBook Air has access to more than one (iMovie and WeVideo - via Google accounts). Feel free to choose the one that best suits your needs. It might be worth exploring some of the options before making a decision.

Legal

• Only use images that you have permission to use (royalty free and Creative Commons).
• Only use relevant samples of songs that you choose to use and remix them.

Exemplars

Here are a few additional examples of videos about numbers that illustrate some possibilities for you.

Challenge 4 - Photo Story

Lily Geoffrey Geval @ Cowbird

Challenge 

Your challenge is to compose a photo story, using a single image, textual story that serves as a script, and audio that serves as vocal interpretation of the material. It is the combination of all three elements working together that tells the story.  It is one of the simplest forms of digital storytelling and can be a great platform and preparation for longer more multimedia forms.

Objectives

• Compose a digital photo story, including visuals, text, and audio
• Capture a moment about an event or a person
• Experiment with visual storytelling tools

Rationale

A photo story is designed to highlight your voice, both speaking and writing, and enhance the story's power for the audience. The image should be compelling, drawing attention and hinting at the story in some way. The text serves as the script and is the heart of the story. The audio includes your voice-over narration, as well as sound effects and possibly music.

Instructions

The power of the piece will derive from three factors: image, words, and sound. The best way to approach this is to try capturing a single moment that is compelling or dramatic. You want to keep the story tight and focused, especially considering that you are using a single image. The more personal the story, generally the more specific and easier it is to capture.

Find an Image

Choose an image that helps focus or illuminate your story in some way. Select an image the represents an event, person, place, or possibly combination. If it is already a digital, everything is easier. If not you will need to convert the analog image into digital format, either by scanning it or using a digital camera. You can be creative if you need to photograph a photograph.

Compose a Text

Compose a sort piece 150-500 words is a good range. It is narrative and should have an arc of beginning, middle, and end. However, keep it about a single moment, involving an event or person, and focus on a clear point that you want to share. Be descriptive and detailed. Consider using an anecdote to make it real. If it is more about a person, provide enough background to give the story some context, but stay focused. Think of it almost as a sketch with words.

Create the Audio

Narrate the piece either by recording your reading. Add appropriate sound, background music or sound effects, if you like, as long as they do not overpower the narration. It will likely require more than one recording take. It is advantageous to record your audio in a separate application like Audacity or GarageBand, which will allow you to edit and layer multiple audio tracks.

Select a Main Tool

Choose a tool that will allow you to combine all three elements in a unified whole. There are a number of possibilities, including presentation software, iMovie, Cowbird, a single blogpost with the separate elements arranged together, a tool you discover on your own. Be creative and try working with something less familiar, challenging yourself.

Legal

• Use your own images, new or old.

Exemplars

While it is not a requirement to use site, Cowbird is an online community and tool that works really well for this kind of storytelling.

The Best of Cowbird offers a lot of fine examples that are worth a look, including the piece "Lily" featured above. The selections with the microphone icon in the lower left corner are the pieces that feature audio narration.

Student Examples

Here are a handful of strong student samples that each make use of different tools and methods of presentation. All are successful but require a slightly different approach to assembly and inclusion of all the required parts.

 

This example used YouTube for presentation, which captures the image and audio, but needed to include the text of the story in the actual blogpost.



This example uses CowBird for presentation, which does a nice job of including all three parts, image, audio, and text.

The Never Ending Road @ CowBird

This example uses SoundCloud for the presentation, which does well with the image and audio, but needed to include the text of the story in the actual blogpost.

Challenge - The Door Scene: Part V

cc licensed ( BY NC ND ) flickr photo shared by Giampaolo Macorig

Objectives

• Create visual storytelling that communicates ideas in relation to the media and techniques used.
• Edit and solve a challenging visual arts problem independently and collaboratively, using, analysis synthesis, and evaluation.
• Analyze and synthesize elements critical in visual communication, while critically comparing intent and product.   
• Demonstrate understanding in the use of existing technology, with all its limitations and affordances. 

Rationale

Having shot and re-shot the Door Scene based on changes and feedback, it is important to explore editing in the filmmaking process. Part V provides a grounding in Step 4 - Editing, experiencing post-production work, while continuing to strengthen problem-solving, decision-making, and creative thinking.

Challenge

Explore adding transitions, music, titles and effects to enhance the film’s overall impact, making the story clearer, more interesting and more dramatic.

Considerations

• How does using transitions affect the mood, perception of time, and dramatic intent of your scene?
• Does music enhance the overall story of your scene?
• Does the effect distract from the mood or tone of your scene?

Instructions

Import your footage into a software editing system and begin compiling a final cut of your Door Scene, including all of the transitions, effects, music and whatever post production elements that you wish to add. Watch and discuss the edit within the group while making the editing decisions, keeping the following questions in mind:

• Does the final cut conform to the original assignment parameters, including but not limited to time limitations, special requirements?
• Did you address your peers’ suggestions from the rough edit? Is your film better? Why or why not?
• How does the addition of things like music, transitions and effects help tell your story?

Legal

This lesson has been adapted from The 21st Century Educator's Handbook by American Film Institute Screen Education, 2006.

Challenge - The Door Scene: Part IV

Doors to an unknown space in Venasque, France... - cc licensed ( BY NC SA ) flickr photo
shared by Nate Gray

Objectives

• Re-create visual storytelling that communicates ideas in relation to the use of media and techniques. 
• Define and solve a challenging visual arts problem independently and collaboratively, using, analysis synthesis, and evaluation.
• Identify and synthesize principles, both synthesized and analytical, and visual storytelling techniques.
• Demonstrate understanding in the use of existing technology, with all its limitations and affordances.

Rationale

Having shot a rough-cut in camera version of another team's Door Scene, as well as gaining feedback and analyzing the results, it is important to revise your team's Door Scene production. Repeating Step 3 - Production & Filmmaking provides a chance to improve on the original footage. Given another chance to strengthen shooting and production skills, as well as problem-solving, decision-making, and creative thinking.

Challenge

Revise your original storyboard to reflect your intentions for the scene, if necessary. Shoot the Door Scene one more time, this time from your own group's storyboard, continuing to use in-camera edits and the same parameters as in previous steps. Consider the changes and feedback you discussed in the previous steps, especially in shooting another group's storyboard.

Considerations

• Does the scene communicate what you intended?
• Does it clearly tell a story? What is unclear?
• Have you “built” the scene? Is there anticipation? Tension? Conflict?
• What would you change? Why?

Instructions

Reshoot your revised storyboard, taking into consideration changes and feedback. Assemble shots "in camera" as a rough cut of your new version. Keep the following questions in mind:

• Do all group members feel what you want them to feel watching the scene?
• Was the story clear to them? Why or why not?
• Are there any additional suggestions?

Legal

This lesson has been adapted from The 21st Century Educator's Handbook by American Film Institute Screen Education, 2006.

Challenge - The Door Scene: Part III

door and window at the ostrich farm in Melitopol - cc licensed ( BY SA ) flickr photo 
shared by Matvey Andreyev

Objectives

• Create visual storytelling that communicates another's ideas in relation to the media and techniques used.
• Read storyboard, identifying and synthesizing principles, as well as applying decision making and visual storytelling techniques.
• Analyze and synthesize elements critical in visual communication, while critically comparing intent and product.   
• Demonstrate understanding in the use of existing technology, with all its limitations and affordances.

Rationale

Having shot a rough-cut in camera version of the Door Scene it is important to revisit important, proven steps in the filmmaking process. Since the scenario was provided Step 1 - Script Development is already completed. Part II provides a grounding in Step 2 - Screenwriting & Storyboarding, while continuing to strengthen teamwork, peer-to-peer feedback, and critical thinking.

Challenge

Now that all team's storyboards have been completed, all team storyboards are shuffled and redistributed. Each team films another team’s storyboard, exactly as you interpret it. As you film, take notes on what is confusing and why you interpreted the storyboard and made decisions the way you did.

Limitations

• You may not communicate with the team who created the storyboards you are filming.
• You must shoot exactly what the storyboard you have received communicates to you.
• You may not try to improve the storyboard or add your own ideas.

Instructions

Shoot the storyboard given to your team, as received, assembling shots "in camera." Prepare to present the film in class comparing it to the storyboard. When comparing the film to the storyboard, keep the following questions in mind:

1. How closely does the film you shot match the storyboard and how do you know?
2. How well could you interpret what the storyboard artist originally intend?
3. What misinterpretations, miscommunications, and discrepancies arose?
4. What would have made the storyboard clearer?
5. What kinds of adjustments need to be made to the next time you storyboard?
6. What did the group learn?

Legal

This lesson has been adapted from The 21st Century Educator's Handbook by American Film Institute Screen Education, 2006.

Challenge - The Door Scene: Part II

door - cc licensed ( BY NC SA ) flickr photo shared by Lewis Martin

Objectives

• Create visual storytelling that communicates ideas in relation to the media and techniques used. 
• Identify and synthesize principles, both synthesized and analytical, and visual storytelling techniques.
• Express complex relationships in visual storytelling, defend creative thinking and decision making, as well as organize and plan a revised solution to a visual arts problem collaboratively.
• Demonstrate understanding in the use of existing technology, with all its limitations and affordances.

Rationale

Having shot a rough-cut in camera version of the Door Scene it is important to revisit important, proven steps in the filmmaking process. Since the scenario was provided Step 1 - Script Development is already completed. Part II provides a grounding in Step 2 - Screenwriting & Storyboarding, while continuing to strengthen teamwork, peer-to-peer feedback, and critical thinking.

Challenge

Storyboard a script scenario for the Door Scene in the most visually effective way you can conceive. However, when you create your storyboard, think of a creative, entertaining or surprising new ending for the scenario. The entire film must follow the original script until the character opens the door. From that point on, you are on your to create a new ending within the limitations. Also, write a detailed description of your new ending.

Limitations

• Same general parameters and limitations as in Step One.
• Neither the character nor the audience ever sees the source of the sound
• The film can have only one actor
• The film cannot exceed 90 seconds
• The entire film must take place within five feet of either side of the door.
• You must assemble the shots "in camera,"as you shoot, without any post-production editing.
• You must use at least five different shots.
• Every detail must be included in your storyboard. It must be so visually clear that a stranger, unfamiliar with the scenario, could take your storyboard and shoot the film exactly as you visualized it when creating your storyboard.
• You may write descriptions for each storyboard panel to help with your screen direction. However, as much as you can, try to communicate the information visually. Use your written descriptions to scaffold your visuals, not replace them.

Instructions

Complete a storyboard of the Door Scene independently. Then, rejoin your original production team and pitch your storyboards to one another. Be prepared to defend your creative choices. Why is it the cleanest, most entertaining, and emotive storyboard in your team? At this point, your team has a few options:

1. Select one of your team member’s storyboards to be filmed.
2. Mix and match best shots from each individual's effort in a revised storyboard to be filmed.
3. Create a whole new storyboard as a group to be filmed.

Regardless, create a list of criteria that the whole group can agree upon to help make choices. Be ready to submit your team's criteria list, each group member's storyboard, and your team’s selection or
new storyboard, with written description, at the end of class.

Resources

• Storyboard Template
• Pixar Storyboarding Mini Doc
• Storyboarding For People Who Can't Draw

Sequences (Progress One Step at a Time)

• Step Forward
• Establishing/Wide > Full > Medium > Close Up  (camera - far to near)
• Tease
• Close Up > Truck/Zoom to Full (camera - near to far)
• Inserts
• Medium > Close Up [thematic cutaway connection] > Medium (camera - far to close to far)
• Corresponding
• Medium > Medium [size, angles, relationships stay consistent] (camera - remains consistent and paired)
• Documentary
• Close Up [hands] > Close Up [face] > Wide > Over the Shoulder > Unusual Angle (camera - near to far)

Legal

This lesson has been adapted from The 21st Century Educator's Handbook by American Film Institute Screen Education, 2006.

Challenge - The Door Scene: Part I

Door : 19 - cc licensed ( BY NC ND ) flickr photo shared by Ryan Woolies

Objectives

• Create visual storytelling that communicates ideas in relation to the use of media and techniques. 
• Define and solve a challenging visual arts problem independently and collaboratively, using, analysis synthesis, and evaluation.
• Identify and synthesize principles, both synthesized and analytical, and visual storytelling techniques.
• Demonstrate understanding in the use of existing technology, with all its limitations and affordances. 

Rationale

The Door Scene is a hands-on introductory task of filmmaking. Filmmaking is a collaborative process that involves storytelling, time management, and teamwork, among other skills and literacies. The Door Scene provides a foundation for strengthening these skills, as well as an introduction to peer-to-peer feedback and critical thinking.

Challenge

With production teams of no more than five, you are to use a video camera to interpret and shoot the following scripted scenario:

A person is about to open a door. The person hears a sound and becomes mildly concerned. The person finds the door locked and searches for his or her keys. The person hears the sound again and becomes visibly apprehensive. As the filmmaker, your goal is to build tension and growing panic, using any visual element or device that you can think of. The film closes with the person finally opening the door and getting to the other side safely. Here, you want to communicate to the audience the character’s feeling of relief and safety.

Limitations

• Neither the character nor the audience ever sees the source of the sound
• The film can have only one actor
• The film cannot exceed 90 seconds
• The entire film must take place within five feet of either side of the door.
• You must assemble the shots "in camera,"as you shoot, without any post-production editing. 

Instructions

You have 20 minutes to shoot The Door Scene as a group, using whatever storytelling techniques you can to communicate the scenario.

Additionally, I want you to notice what you notice. Pay particular attention to the challenges that you experience while making this short video individually and collectively. It is someone's job to keep a list of the challenges, issues, and problems that occur while creating the video.

Legal

This lesson has been adapted from The 21st Century Educator's Handbook by American Film Institute Screen Education, 2006.