Today, Joshua presented the video outline to the MVP team. This represents a creative combining of ideas put forth by team members during the brainstorming sessions from last week and the week before last. It is a little different than what we settled on last week, but I think it represents the message of the song better. Homework: Look at the Faces Video Breakdown. After reading the instructions below, click the link back to the "Faces" demo. Storyboard at least one section of the song. Sections are numbered on the left of the page in the column that says, "Shot grouping". Your story board should be 8 to 16 frames. Each frame should have a description of what is happening. Remember to think like a visual storyteller. Establishing shots, wide shots, medium shots, over-the-shoulder shots and close shots all have a purpose. Use them wisely. "Faces"
0 Comments
Today we reviewed the ideas that the students came up with last week. We sorted through the ideas and added to them. The students worked in groups to flesh out the ones with the most promise. Then we came back together as a whole group and listed all the additional ideas. Finally, we voted group by group on which idea we would finally settle on.
The 2017 Music Video "Faces" will be about the potential that students have to change the future for the better as they work together. Student characters will start from a place of hopelessness, depicted in varied hopeless situations. Then they will each be presented with a magic mirror that allows them to see themselves in the future. The future will always show them helping people. We also talked about the possibility of using Mr. Richie and using the bubbles as a substitute for the mirrors. Today we briefly reviewed what we've learned so far. We talked about how important it is to think through your shots from the viewers perspective. We looked at "Chainsaw" by Force Family 5 again and this time we took notice of what part of the song was playing when we saw establishing or wide shots, vs what parts of the song played when we saw close shots. We noticed that in this dance music, There were lots of close ups used during the verses, so the viewer could see what the artist is saying. There was lots of group action during the choruses when the music was louder and busier. We decided to work together to make a music video showing what we've learned. The first step would be to come up with a concept for the song. I choose Amber Sky's "This Little Light" since several students already know the song (for Edison Ensemble). We brainstormed several ideas and voted on them. We finally settled on a story about a class full of students that get stuck in a school during a thunderstom. Homework:
Today we met in my room - rm 137. It was the day before the Thanksgiving break. We watched two videos and worked together on comparing and analyzing them. The first was "Chainsaw" and the second was "Cray Button" - both by Force Family 5. We analyzed the use of daylight (natural light) vs. lighting. We analyzed the settings - where and how they changed through the video. We analyzed the use of effects like slow motion, fast motion, stuttered motion (starting and stopping and reversing motion) These are simple fx that we could use in our own video if we understand how to make them useful and relevant to the story. No Homework Today we practiced the things we learned about storyboarding. We reviewed the homework from last week, identifying different types of shots used in the storyboard of "A Girl Like You" by Alane A. (a link to the video is on the Nov 1 blog). We noticed that establishing shots were used when there was a change of location. We noticed that close up shots were used when the character was saying something important and we needed to see her expression.
After analyzing the storyboard video, we divided up into groups of 4 or 5 and went outside to shoot some small scene where all different types of shots would be used. This was a very useful exercise as students were forced to think very practically about what the viewer has to see to understand the story that's being told. I noticed that the students did a good job of incorporating the rule of thirds in their shots. No homework this week. Today the students learned that creating a narrative video requires planning a sequence of shots. The sequence of shots that the director wants is communicated to the production crew using a simple tool called a STORYBOARD. Creating an effective storyboard is one of the most critical steps of visual storytelling and of planning a shoot. We learned how to create a storyboard, keeping our principles of shot composition in mind. We watched a video about storyboarding, and then we worked together as a class to draw a storyboard for the following short sequence:
We will analyze some of our shots next week to see how we did. HOMEWORK - part 1: |
Christopher BlackmonAs the originator and lead teacher for the MVP team, I want to leave a record of what worked and didn't work so well right here where everyone can see it. Hopefully at the end of the year, we'll have an experience to learn from. Archives
January 2017
Categories |