gr10videoass1

Late for School: Directing/Editing - The Basics

The keys to an interesting film/video? A strong script/story and good directing. "Direction" refers to how a script is visually depicted - the way a shot is "set up", the movement of the camera, and how those shots are edited together so that camera movements complement each other. Some common directing techniques:

1. Pan left/right - Camera in on the tripod moving in those directions.
2. Tilt down/up - A very effective technique to draw the viewer in to an opening and/or stationary subject.
3. Activity closeups - Example: Of a machine or the human body engaged in an activity, such as "The Firm's" opening basketball scene.
4. Still frame w/movement - When the camera isn't moving, but the subject is the frame is.
5. Establishing shots - occur at the opening of any new/change of scene showing the audience where and when the action takes place . An establishing shot can include shot types 1 - 4 as described above.
6. Handheld camera shots/following the moving subject - Example: When an actor is walking from one room to the other, and the camera follows him/her. Handheld shots can look unstable, but they depict action and excitement.
7. Dolly shot - When the camera moves alongside or around the object

To put these shots together so they work you must use effective editing techniques : Shifting between movement and stationary shots; shift between different types of camera movement; pace of editing.

Assignment : ... 1. Produce a video using :
a) The attached script "Late for School". You can visually depict
the script any way you wish, as long as it avoids obscenity
or violence.
b) You must at least 6 of the directing basics as described above.
c) Use effective editing techniques, as discussed in class

YOU MUST SHOW YOUR STORYBOARD TO YOUR TEACHER BEFORE PROCEEDING WITH SHOOTING!

HINT: SLATE & LOG SHOTS ... IT WILL SAVE YOU TIME IN EDITING!
2. Write an analysis that fully explains in narrative form (NOT POINT FORM):
a) The process/steps involved in producing your video
b) How each component of your production contributed to
telling the story (i.e. Actors' expressions/actions, specific
camera movements, pace of editing, specific editing sequence of
camera movements)
c) Describe the challenges you encountered. What would you do
differently next time?
d) Has this been a good learning experience? Why/why not?

Assessment criteria :

You must submit a complete storyboard, production form, video, and analysis in order to get a mark for the assignment!

Each student must submit their own analysis!

1. Productive use of class time in planning /production (10 MARKS)

2. Storyboard (10 MARKS): Does the storyboard show a logical flow of thought? Is there a verbal description of action? Are camera movements described?

3. Visual depiction of script (direction) & technical quality
(20 MARKS): Is the script/storyboard depicted with imagination? Do the shots "move" and keep the viewer "hooked"? Is the camera work stable? Is the completed production a reflection of these components done during production planning? Does the on-camera "talent" show credibility? Are edits "tight" and "clean"? Does the pacing of the show keep the viewer interested?

4. Did individual group members work together in a responsible and professional way? (20 MARKS)

PRODUCTION MARK 60%
PRODUCTION ANALYSIS 40%

TOTAL MARK 100%

VIDEO SCRIPT - "LATE FOR SCHOOL"

Video Audio

A student wakes up and looks
at the alarm clock .....

S/he realizes that s/he is late for
their first class (there's a test
going on) ....

S/he gets up hurriedly and starts
getting ready ....
(shower? breakfast? shave?
changing clothes? or nothing
at all?)Do weird things take place in
the rush?

The student rushes out the door
and heads to school (bike, car,
running?) (any accidents???)

The student gets to school, runs
to class then ...

Is it a dream? Are the students there? or ....

Title of Project: Late for School

Student Name: ______________________

Learning Outcomes: Produce a video storybook using a camcorder. Dub in the text along with music that fits. Use at least 2 special effects. Produce a storyboard with shot types, visuals, and shot description and/or dialogue/music.

Indicators: Observable descriptors indicating the extent to which a criterion is met.

Criteria	4	3	2	1
Images are centered, clear and tight.	All images are centered, and tight (zoomed in as much as possible).	No glare. Can see some borders.	No glare, contrast or colour off.	Glare interferes with ability to see pictures. Colour or contrast is poor.
Produce and then use a shot list with shot type and timing.	All shots follow stated timing accurately.	All shots within + or - 2s of stated times. Paced to text. Pace fits theme.	All shots within + or �3s of stated times. Pace seems slow or fast in spots. Shots in correct order.	Most shots are either too long or too short. Pace of music and text do not fit them.
Voice and music is clear and timed to fit.	Music ends exactly when book ends. Voice(s) show good emotion.	Music and voice are clear and timed to fit.	Music and/or voice are sometimes unclear. Music ends too soon or has to be faded. Voice over follows text accurately.	Music and/or voice are unclear. Text not followed.
Use at least 2 special effects.	Uses fades, zooms, mixes, wipes and pans seemlessly throughout.	Uses 2 of fades, zooms, pans, wipes and mixes at intervals.	Uses pan and/or zoom once.	Entire assignment comprised of hard cuts.
Use an introduction and a conclusion.	Video is produced so as to be appealing to intended audience.	Introduce and conclude story using a setting that fits theme.	Introduce story using voice and shot(s) of cover etc.	Introduction and conclusion are not apparent.