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!