Finale

Music Video Project

Rocket Scientist by TeddyBears

For our final project we had to create a music video. My group chose the song "Rocket Scientist" by TeddyBears. We had a great time filming and editing our work. 

After we created our rough draft, Professor Dunmore made some suggestions for improvement. We went back into the computer lab to make the appropriate changes. We added different transitions, mostly using the "dissolve effect" tab. We used "dip to white" transitions, "cross fade" transitions, and "film" transitions. 

With the "dip to white" transition we thought it would be fun to make a camera flash sound, since that's what the effect looked like. We added a second audio track in order to do this. 

Overall, I continued to learn about Adobe Premiere Pro during this project and enjoyed doing so. Here is our final video:

 http://www.youtube.com/watch?v=CiqOVMLpluc&feature=plcp 

Learning to Storyboard

Creating a Storyboard for our Music Video Filming

For our final project we are to work in groups and film our own music video to the song of our choice. I am in a group with Jenny, Brittany, and Jamie. We are creating a music video to the song "Rocket Scientist" by the Teddybears. 

Last class, after we deciding on our song, we had to begin to develop a storyboard. A storyboard "visually tells the story of an animation panel by panel, like a comic book." Usually storyboards are sketched depictions, but we learned that we could also write it out. My group decided to print out the lyrics to "Rocket Scientist" and write what we wanted to film for each line. This gave us a general guideline to follow when we went outside to shoot and made it more easy to organize and note the different shots we wanted to incorporate into our music video.

We began filming last Thursday. Most of our shots were taken at the intersection of Coldspring Lane and North Charles Street. We worked with different camera angles and movements until we got the shot we ultimately were trying to achieve. We took a lot of footage, going off the principle that the more we have the better it will be when it comes time to cut and edit. 

We will be filming more next class in the GreyComm Studio located in Dorothy Day Hall. We want the chorus to be filmed in the studio so we can play around with different lighting and other shots.

"Rocket Scientist" is a pretty random, fast paced, fun song. Our plan is to depict one character, Jamie, who is pretty much having his own party and the camera is following him around. We are excited to see the final product. Day 1 of shooting was a ton of fun and a huge success!

Movie Trailer Final Presentation

Finding Nemo Movie Trailer

For class on, Tuesday, November 6th, we watched everyone's first draft for the movie trailer project and provided feedback. The feedback included what the class liked, as well as positive criticism on how to improve the video. 

For my project, I made a movie trailer for Finding Nemo. My trailer consisted of a variety of shots from the movie to give a brief overview of the plot and scenes from the actual movie. Some feedback I received was to make the audio louder and to make the transitions smoother.

I took this feedback and went back into Adobe Premier to fix these things. First, I re-watched my trailer and began making the transitions smoother so the video flowed better. Then I raised the audio, specifically on the shot with the two birds sitting atop the ocean. My original trailer was 2 minutes and 13 seconds and my revised trailer was 2 minutes and 16 seconds. I added a few more seconds to help with the transitions. 

In class we learned about how to work with audio in Adobe Premier. Audio is measured in decibals. The audio meters are symbolized by the greenish, yellow bars on the bottom right hand side of the screen in Adobe Premier. For broadcast, the audio should be no more than -12 dB. When sending it to Youtube, which is what we were to do for this assignment, the audio should be close to -3 dB. We learned how to work with the "sequence" in order to add tracks. We also learned about the "toggle track output" and "keynotes" in order to adjust the audio.

I have learned a lot more about Adobe Premier through experimenting with this movie trailer project.

My final project has been uploaded onto my Youtube account. The link for my final movie trailer for Finding Nemo is as follows:

http://www.youtube.com/watch?v=dEs14oR_wP4&list=PLkZ9OX61ueDDB7Bz6ZSznPq0ycHwXHai_&feature=mh_lolz

Movie Trailer Assignment

~ FINDING NEMO ~

For our second class project we had to create a "new" movie trailer for one of our favorite movies using Premiere Pro CS5. I chose to work on the Pixar animated movie, Finding Nemo for my project.

The guideline fore the assignment are as follows:

- Determine the type of trailer you will create 

- Project length suggested at 90 seconds (going beyond that timeframe is fine).

- Determine levels of music for your program (with or without dialogue). 

- Consider the use of title cards (suggested three title card minimum).

- Use the preferred transitions (cut, wipe, dissolve)

The type of trailer I sought to create was one that told the general story of the movie, without giving too much away. I focused on Nemo's dad, Marlin's adventure throughout the sea. I incorporated clips of Dory that didn't involve music to add humor and dialogue. I tried to keep the music consistant or in a way that it would flow smoothly. 

I used many transitions throughout the movie trailer clip. I used the different types of wipes and dissolves to transition smoothly to different scenes. 

I did not end up utilizing dialogue cards because the clips I used had some text and I though that was sufficient enough in explaining the story. I did not want to be too text heavy. I thought about using text to name the different characters, but my trailer movies through scenes pretty fast I could not find appropriate spots to incorporate naming cards. 

Overall, I had fun with this project and learned a lot about Adobe Premiere Pro CS5. It was a great way to get comfortable with the software and explore the different things it can do on my own.

Lighting and Color

Class Readings/Videos (Sources):

1. http://www.youtube.com/watch?v=Qgq_AReemN4&feature=fvwrel
2. http://lowel.com/edu/foundations_of_lighting.html
3. http://lowel.com/edu/color_temperature_and_rendering_demystified.html

Class #5 taught us about the effects of color and lighting in video and objects in general. First, we were to watch a video on YouTube about light modifiers, in which a man demonstrated the different ways to cast light and shadows on a model. He used a variety of tools, such as, a soft white umbrella, a softbox, a reflector panel, and a "barndoor." These tool help to dictate the amount of light reflected upon an object. Often times, the direct light source may be too bright or intense for filming and video purposes, so these tools help to create a less intensified light source for a clearer picture. According to the reading, "Foundations of Lighting Placement," "One of the first steps in any lighting setup is to decide where to place the lights. The most important light is the Key light, the main light on your subject. The second most important is the Fill light, which supports the Key light by filling in shadows that it creates on the subject. The placement of these 2 lights is the most important part of a basic lighting setup." The Key light is usually casted straight-on the subject, while the Fill light is opposite the Key light. In regards to color, "Color temperature has been described most imply as a method of describing the color characteristics of light, usually either warm (yellowish) or cool (bluish), and measuring it in degrees of Kelvin (°K)." Color plays a major role in lighting. Different colors give off different reflections. Lighting is extremely important when it comes to pictures, films, and video. 

Class #4

Day Four

In our fourth class, we had a lecture on chapter 1. We learned many of the basic concepts regarding the "understanding of digital video." Some things we discussed were:

• dpi = dots per inch
• ppi = pixels per inch
• pixels = the smallest element of an image that can be individually processed in a video display system
• HD = high definition - 720P and 1080i; 1080P = Blue-ray disk players
• SD = standard definition
• 4:3 - standard definition footages have an aspect ratio of 4:3
• 16:9 - this is the aspect ratio for wide screen display
• television displays 30 "still" images (frames) per second
• progressive vs. interlaced displays
• broadcast (for example WLOY) - 720P, 1080i
• direct tv, dish network - 1080P

After we finished with our lecture we launched Premiere Pro and began learning about the basics of the program in a hand-on way, led by our professor. The steps we took are as follows:

• we clicked on the "New Project" tab
• created a new folder - "Ippolito324"
• learned about how important it is when naming different projects
• opened "Lesson1" and began playing around with the video
• JKL Editing: KL = forward slow motion; KJ = backwards slow motion; K = pause; L = forward; J = backwards
• fps = frames per second
• Control Z = undo

We learned how to mark in/mark out and how to insert/override into timeline.

After the completion of Lesson1 and understanding the basics to Premiere Pro, we broke up into our groups and continued working on out "long take assignment." My group members and I added music into the background of our video. We also used the "Effects" tab to select "dissolve" which faded the video at the beginning and at the end for a smoother viewing and transition. After we made all the changes and were satisfied with our final piece, we logged into our TerraBlock software and exported our final work into our class folder!

Moving Forward

Day Three

In the beginning of class we learned the simple terms for the camera. "Panning" is when you move the handle from left to right and "tilting" is when you move the handle up and down. We enabled our Terra Block Manager account and began learning about the different camera shots. 

In learning about the cameras anatomy, we learned two key terms, "cant" and "dutch," which are the different angles of camera shots. Also, we learned about the three things to take note of when framing a shot,

1. The solar plexus and shoulders divide the shot. The solar plexus view makes it a mid shot and the view ending right after the shoulders indicates a close up shot.
2. If the camera cuts off the persons chin it is an extreme close up shot
3. We learned to NEVER cut the camera shot off at the persons knees, elbows, or waist. For example, it makes the viewer wonder what the person is doing with their hands if they are not visible in the frame.

In terms of camera shot types we learned, through visuals, about what a wide shot, a mid shot, a close up shot, and an extreme close up shot looks like. I liked the way Professor Dunmore set up the camera and projected a live image of each shot on the screen at the front of the room to teach us what makes up each shot type. I am a very visual learner, so that was a very helpful teaching tactic. Moreover, we learned that a shot from head to toe is called a wide shot, or long shot and that a three-quarter shot is a shot above the knees or below the knees, showing three-quarters of the object. Head room is the amount of space between the top of the head and the top of the shot.

After the completion of learning about the anatomy of the camera we put it into action right away by getting into groups and filming a long take. My group members we Jenny, Erin, and Aaron. The four of us worked very well together. We decided to use an object, a stress ball, and toss it around, utilizing the stairwell and hallways of Dorothy Day Hall. Although our idea wasn't complex, I think it did a great job showing different camera angles and emphasizing movement, which was our intended goal. For example, the opening scene after I pick up the ball from the bin, cut to an over-the-shoulder shot. None of us have much experience behind the camera or on film, so together I think we did a great job with our first assignment and we had a lot of fun with it!

Identifying Different Camera Shots

For this assignment we were to take photos that exemplify different camera shots that we learned in class. This was a good assignment to help me further understand the lecture from last class and put the "Camera Shots" reading into action. 

Photo #1

This is an example of the "point-of-view shot (POV)." I took this shot this weekend while in New York. The women's soccer team had games at Stonybrook University and Fordham University this past weekend and when we were on our way home we crossed over the George Washington Bridge. While on the bridge, I took this shot of New York City from my point-of-view. You can see the pillar of the bridge, the water, and the outline of the buildings that make up New York City. As a Long Island native seeing the city always excites me which is why I chose this photo for my "point-of-view shot." 

Photo #2

This is an example of an "extreme close up shot (ECU)." It is an image I took of my pet hamster, Kitty. My roommates and I have two hamsters, but not to worry we just gave them away because they are not allowed to be in our dorm room. When you look at this picture you only see her face and eyes, not her body, which is why this is considered an "extreme close up shot." 

Photo #3

This is a picture of my younger brother, Dante, and it is an example of a "medium close up shot (MCU)." Just this past weekend when I was in New York, my team had off on Saturday so I went to see my brother play in his high school football game. He is the kicker and on the kick-off a player on the opposing team blindsided him. He took a hard hit and is a trooper. He spent Saturday night and Sunday night in the hospital and ended up suffering from a concussion with moderate neck and back pain. He is all good now, still sore, but home and he knows I am using this picture for class. It is an example of a "medium close up shot" because is it "halfway between a mid shot and a close up shot." It shows the objects upper chest to the top of his head and it shows his face more clearly than a mid shot. I think this is a good example of a "medium close up shot." 

Photo #4

This can be an example of two different types of camera shots, a "two-shot" or a "close up shot." This is a picture of me and my friend and teammate, Brittany. It can be considered a "two-shot" because the two of us are framed similarly, but it is more of a close up shot rather than a mid shot. Our faces take up the majority of the frame, which is why this can be considered a "close up shot (CU)." 

Photo #5

This picture is an example of a "wide shot (WS)," or a "long shot." I am the subject of this picture and my body "takes up the full frame." I am more visible in this shot than what an example of a "very wide shot (VWS)" would be. This is a picture of me and my family's race horse, First Nite, in the barn at Penn National Race Course. 

Photo #6

This picture is an example of a "very wide shot (VWS)." I took this picture last weekend when I took a visit to the Smithsonian National Zoo in Washington, DC. This is a "very wide shot" because the lion is the subject and "is visible (barely), but the emphasis is still on placing him in his environment." I loved the lion and tiger exhibit at the zoo.  

The Starting Point

The first class was a basic introduction to the course, Video I. The class participated in an exercise to understand how each of us learn on an individual basis. We began discussing our first class activity, the long take, by watching several examples seen in films. 

The second week of class we looked at Taylor Swift's new music video, "Never Getting Back Together," as it is another example of a long take. We broke up into group to brainstorm ideas for developing our own long take. This exercise is very interesting to me as it is our first chance to use a camera and create our own production.

I have never used a camera for more than just taking photos. I took this class because I am a communication major and have already taken courses such as, Introduction to Multimedia and Graphics I. Those course interested me a great deal. I learned the art of blogging and how to use the programs Adobe Photoshop and Illustrator. I am interested in learning more about the camera that goes further than the basics. I want to learn how to edit video and put scenes together that flow well together to develop my own production.

I am very excited to partake in the long take exercise which we will be filming next class period. My group members are Jenny, Erin, and Aaron. Our idea involves following someone who has lost something, where the audiences knows where the object is but the person who it belongs to has no idea. They must retrace their steps in order to find it. 

Before we shoot the actually long take we will learn about the "anatomy" of the camera. Professor Dunmore has added a link of different "Shot Types" on our class Moodle page. In reading this link I learned about shots such as the wide shot, the close up shot, the over-the-shoulder shot, the noddy shot, the point of view shot, and the weather shot. After learning about the "anatomy" of the camera, I hope my group members and I will be able to incorporate some of these shot types in our long take. 

As the third week approaches it is still only the starting point of the class. I do not know much about camera principles, but by the end I hope to gain a greater knowledge and understanding for the art of video production and the power of the camera. I am excited for what this class has in store for me and eager to learn!