Tools and Technology: YouTube
At this point, with most of my video edited and a final concept coming into focus, it is important to find a way to share the content that I've made. My reactionary response to sharing is through YouTube but I wanted to make sure that it was appropriate and applicable to my overall vision. While YouTube is the most popular video sharing website, it is not the only one. Facebook, myspace, and Flickr are popular websites as well but their application varies as more of a personal archive for videos. Another considered choice was Vimeo, a popular video sharing site as well, but when it came down to it's current identity as an "indie" sharing site and the uploading restrictions, YouTube came out on top. YouTube, which was "launched in May 2005...allows billions of people to discover, watch and share originally-created videos... it also provides a forum for people to connect, inform, and inspire others across the globe and acts as a distribution platform for original content creators and advertisers large and small" (Youtube, 2015). The reach and identity as the "go to video source" further solidified my reasons for choosing this site as the platform to share my video.
Inherently, I understand the educational value of YouTube, but there is some necessity in choosing a site that is at least accepted as such within the educational status quo. I was half surprised to learn about the common perceptions that public education has about YouTube. In addition to being blocked in China, a known limiter of freedoms, YouTube is also blocked in a large number of public schools. The fear that many have with YouTube is that it is unfiltered and the large number of videos "non educational" value can distract students when using the resource. According to the Association of American Educators blogger Alix, people may think of YouTube as a "storehouse for time-wasting videos and tutorials" (2012). Another unchecked aspect of the site that worries educators is the comments section, which can often be harsh, inappropriate and abusive.
As troublesome as it is, there are progressive educators that see the value in the site. Amid changes in YouTube (most likely as a result of being bought by Google), the site is becoming rebranded. "Since December [2011], Google, YouTube's parent company, has been developing a portal that lets schools filter content for teachers and students...offer[ing] schools the ability to pluck only the videos they want, free from controversial comments--all while blocking the general site content" (2012). In the comment section of that same article said that "The students in our rural, geographically isolated school have huge gaps in experiences, knowledge of the world and access to enrichment. The poverty of language and socio-economics affects their ability to comprehend core subjects" (Green, 2012). Donna Green goes on to say that YouTube offers the ability to take "virtual field trips, stunning visuals, 'you are there' experiences and instant access to global events that directly support the reading curriculum" (Green, 2012).
YouTube has value in explaining things that are seemingly inexplicable as discussed by Mr. Mike Perkins, who teaches at Columbia College. "in his discussion of tarditive dyskinesia, a complex neurological disorder...he found it very difficult...to verbally explain the range of complicated symptoms that patients experience" (Mohideen, 2010). Perkins routinely relies on YouTube to help explain this and as he puts it in the Missourian, "You can stand up there and try to explain something all you want, but a picture is really worth a thousand words, or much more than that" (2010). YouTube's value also extends to learning foreign language where the videos "feature native Spanish speakers speaking the language in real-life situations" (2010). College professor Dawn Heston also uses YouTube videos "as a tool to assess her students' proficiency with the language...in their next exam, her students will watch videos in Spanish then upload to Youtube videos of her students discussing the videos in Spanish with their partners" (2010).
The blocking of YouTube in schools is doing a disservice rather than offering protection. By blocking YouTube, "we are eliminating another possible educational tool from our toolbelt. The ability to easily share school projects is lost at school. Additionally, there are videos on Youtube that potentially could be used in an educational setting" (2010). At a time when everything is assessed by a cost analysis basis, utilizing a tool that is free should not be shunned. Just like every other resource, it should be filtered and vetted prior to use in a classroom.
My use of Youtube is based on the the accessibility and familiarity that it offers. I also enjoy the suggestions that it provides and hopefully students learning will not just stop with my video but continue to grow organically. YouTube is a valid forum for presenting my ideas and in the same way it can help me get new ideas and improve my craft.
About YouTube. (n.d.). Retrieved April 26, 2015, from https://www.youtube.com/yt/about/
Mohideen, A. (2010, January 18). YouTube: The Next Major Teaching Tool? Retrieved April 29, 2015, from http://www.centerdigitaled.com/policy/YouTube-The-Next-Major-Teaching-Tool-.html
YouTube as a Teaching Tool. (2012, March 12). Retrieved April 29, 2015, from http://www.aaeteachers.org/index.php/blog/681-youtube-as-a-teaching-tool
Wednesday, April 29, 2015
Final Project-Makin' It: Platforms
Thanks for looking!
Tuesday, April 28, 2015
Discussion Post-Animation
Animation is an amazing resource where fantasy can become reality. The allowance that animation affords transcends sectors and is at times the most practical solution and at other times chosen for aesthetic style. And while methods of creation have changed over the years, adding techniques and limiting others, the basic meaning behind the art form remains the same. According to the Merriam Webster dictionary, animation is "a way of making a movie by using a series of drawings, computer graphics, or photographs of objects (such as puppets or models) that are slightly different from one another and that when viewed quickly one after another create the appearance of movement." Through this post, I aim to prove that as any processes change with our rapidly advancing technology, strong proponents of the medium can find a home in a changed world.
While several books have been written that provide a detailed history of animation, few have taken the approach that Tom Sito's Moving Innovation: A History of Computer Animation. Within it, he, according to the review of Chris Carter, "explains in his introduction, it is necessary to trace the development of CG along several parallel threads that eventually converged in the 1990s" (2013). These parallel threads that he refers to are the subject of an interesting analysis that by Carter that Sito says "was far from a spontaneous event" (2013). Many of these events, amusingly enough, are not the typical progression of animation that some have come to consider when thinking about the history of animation.
Within in more conservative trails to modern animation was computer games, the film industry and traditional computer scientists. The contributions of these fields are easily seen as they are frequently used within these capacities today but the less obvious contributors that Sito presents are the military and drugs. The military, most likely using animations in a simulative capacity, has been known to conduct research and operate outside of traditional military means but Sito makes the case within his book that "military budget spending supported the development of the technologies, systems and knowledge needed to make possible the kind of computer graphics we now take for granted" (2013). Drugs on the other hand have a slightly less contribution to animation but Sito, who admits that "drug use is not something typically associated with the study of computer science and animation" has its roots in users of LSD and other hallucinatory drugs that try to "recreate what they saw whilst under the influence" (2013).
While the paths to animation are varied and undoubtedly compounded by many different events, the effects of it are not. In the book, Sito discusses modern animation and he "explains how the quality and sophistication of CG for visual effects in live action, and the success of animated features such as Toy Story, led to the decline of traditional mediums such as stop motion and cel-based animation" (2013). This is never more evident than with stop motion master Phil Tippett. Tippett, whose "varied career in visual effects has spanned more than 30 years and includes 2 Academy Awards, 6 Academy Award nominations, 1 BAFTA, 4 BAFTA nominations, 2 Emmys and the advent of modern digital effects in motion pictures" (2014). With his roots firmly planted in traditional animation because of his love for stop motion classics like Willis O'Brien's King Kong and Ray Harryhausen's The Seventh Voyage of Sinbad, his transition to computer animation is well documented. The following excerpt is from Tippett's biography on his website and I am sure, this is toned down considerably.
Within this excerpt, while it is not explicitly expressed, there must have been some animosity from Tippett in the change from doing stop motion animation to computer generated imagery. According to the Wikipedia entry for Phil Tippett, "Phil was hired to create the dinosaur effects for the Steven Spielberg blockbuster Jurassic Park using his go motion technique made famous in the film Dragonslayer. However...Industrial Light & Magic created animated test footage of a T-Rex that Spielberg loved". As stated earlier, even thought stop motion was not used on the project, Tippett made his transition to digital media immediately by supervising the animation on the project to make the movements and mannerisms of the dinosaurs more realistic. His collaboration, which earned him his second Oscar award, allowed him to bridge his expertise and still stay relevant within today's new techniques.
Conclusively, the largest lesson here is that resistance to a movement that is bigger than one individual is futile. No matter how committed Tippett was to stop motion animation, the current trend of utilizing computer graphic imagery, CGI, was too much to overcome. I feel like this is what is happening in other art disciplines; the visual arts, dance and theatre, film and video, music and sound, and 3d games and animation. To stay relevant, artists must act in the way that Phil Tippett has, apply expertise and grow with the field.
Carter, C. (2014). Book review: Moving Innovation: A History of Computer Animation. Animation, 9(3), 358–361. doi:10.1177/1746847714546254
(n.d.). Retrieved April 25, 2015, from http://www.merriam-webster.com/dictionary/animation
Phil Tippett. (2014). Retrieved April 22, 2015, from http://www.tippett.com/studio/phil-tippett-bio#
Phil Tippett. (n.d.). Retrieved April 22, 2015, from
http://en.wikipedia.org/wiki/Phil_Tippett#Stop_motion
While several books have been written that provide a detailed history of animation, few have taken the approach that Tom Sito's Moving Innovation: A History of Computer Animation. Within it, he, according to the review of Chris Carter, "explains in his introduction, it is necessary to trace the development of CG along several parallel threads that eventually converged in the 1990s" (2013). These parallel threads that he refers to are the subject of an interesting analysis that by Carter that Sito says "was far from a spontaneous event" (2013). Many of these events, amusingly enough, are not the typical progression of animation that some have come to consider when thinking about the history of animation.
Within in more conservative trails to modern animation was computer games, the film industry and traditional computer scientists. The contributions of these fields are easily seen as they are frequently used within these capacities today but the less obvious contributors that Sito presents are the military and drugs. The military, most likely using animations in a simulative capacity, has been known to conduct research and operate outside of traditional military means but Sito makes the case within his book that "military budget spending supported the development of the technologies, systems and knowledge needed to make possible the kind of computer graphics we now take for granted" (2013). Drugs on the other hand have a slightly less contribution to animation but Sito, who admits that "drug use is not something typically associated with the study of computer science and animation" has its roots in users of LSD and other hallucinatory drugs that try to "recreate what they saw whilst under the influence" (2013).
While the paths to animation are varied and undoubtedly compounded by many different events, the effects of it are not. In the book, Sito discusses modern animation and he "explains how the quality and sophistication of CG for visual effects in live action, and the success of animated features such as Toy Story, led to the decline of traditional mediums such as stop motion and cel-based animation" (2013). This is never more evident than with stop motion master Phil Tippett. Tippett, whose "varied career in visual effects has spanned more than 30 years and includes 2 Academy Awards, 6 Academy Award nominations, 1 BAFTA, 4 BAFTA nominations, 2 Emmys and the advent of modern digital effects in motion pictures" (2014). With his roots firmly planted in traditional animation because of his love for stop motion classics like Willis O'Brien's King Kong and Ray Harryhausen's The Seventh Voyage of Sinbad, his transition to computer animation is well documented. The following excerpt is from Tippett's biography on his website and I am sure, this is toned down considerably.
"In 1991, Steven Spielberg, learning of Phil’s expertise in dinosaur movement and behavior, selected him to supervise the dinosaur animation for Jurassic Park. It was this project that was responsible for Tippett Studio’s transition from stop-motion to computer-generated animation and for which Phil was awarded his second Oscar®. The transition was not without personal drama for Phil. When he learned of the choice to go with the computer generated dinosaurs his initial reaction was, “I think I’m extinct”. Amusingly that line became incorporated into the film itself. In the transition from stop motion to CG a digital input device (DID) was created allowing the traditional stop motion animators to animate the Jurassic Park dinosaurs" ("Phil", 2014)
Conclusively, the largest lesson here is that resistance to a movement that is bigger than one individual is futile. No matter how committed Tippett was to stop motion animation, the current trend of utilizing computer graphic imagery, CGI, was too much to overcome. I feel like this is what is happening in other art disciplines; the visual arts, dance and theatre, film and video, music and sound, and 3d games and animation. To stay relevant, artists must act in the way that Phil Tippett has, apply expertise and grow with the field.
Carter, C. (2014). Book review: Moving Innovation: A History of Computer Animation. Animation, 9(3), 358–361. doi:10.1177/1746847714546254
(n.d.). Retrieved April 25, 2015, from http://www.merriam-webster.com/dictionary/animation
Phil Tippett. (2014). Retrieved April 22, 2015, from http://www.tippett.com/studio/phil-tippett-bio#
Phil Tippett. (n.d.). Retrieved April 22, 2015, from
http://en.wikipedia.org/wiki/Phil_Tippett#Stop_motion
Monday, April 27, 2015
Reflective Blog Post
Final Reflective Blog Post
One of the things that I learned early on in my time in the MALET program is the value of having a finished product by which you can analyze and evaluate. During the course of a project, there are so many different directions that you can take on your way to a finished product and there is always a way to make things better. This freedom of choice that you have during a project is valuable but can result in a never ending project. The resistance that someone may have over letting a project go could be due to the fear of having regrets. What I have learned is finalizing and submitting a project is the best part of the journey in learning. When you have a chance to step back and get some distance from your project, your ability to objectively assess your increases greatly. Ending a project is not the final step that some people may believe but an opportunity to see what elements of a project were effective and areas that can use improvement. The ability to grow during this process motivates me and it is with that feeling that I make my final reflection.
From the work I have completed in the Advanced Design Seminar class, I have grown by leaps and bounds in my perception of multimedia materials. During the class, I ambitiously tackled a project that was housed in a learning management system. This LMS included several different forms of educational material and the primary method of teaching was video instruction. During the course of the assignment, I made five videos that provided a foundation of set design. While the content was adequate, the overall quality of the videos was stifled by my amateur video production skills. When the project was completed and I reviewed the outcome, I saw several faults that I can immediately improve on to increase the overall value of the project. Without this reflection devolving to a discussion on that project, I noticed that I needed to make myself more accessible to the audience and become a more friendly presence on-screen. There are some practical methods that I utilized in doing this and some less overt strategies that I used as well.
Early on, my focus was to increase the visual quality of the production. I did this by purchasing a high quality digital SLR camera, tripods and lighting equipment. Crisp, well lit scenes are inherently more effective than dim scenes being that they can allow less obstacles in determining what is going on. The viewer can more immediately interpret and understand the content they are seeing and the accessibility of content allows for greater information retention. According to an article by Paul Chandler and John Sweller, "Cognitive load theory suggests that effective instructional material... direct[s] cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning" (Chandler & Sweller, 2009). Through this, the presentation that is easy to see allows learners and viewers alike to concentrate more on the content.
In discussing the visual elements of the video, I diversify the presentation of content between live footage, still pictures and animation. One of the many goals that I outlined in the projects conception is the necessity in making the video humanly accessible to watch. Recording the video of myself, talking to the viewer and using more common language should not only make it easier for the viewer to understand but make them feel a connection with me, the presenter. The use of still images met a functional need and provided examples of concepts that I discuss. The animation, the third visual presentation style that I used, provided another variation in material and was functional because it allowed me to show steps in a process that I had previously not recorded. In addition to the demonstrative properties it has, it runs concurrent with a sentiment in the education community to make the aesthetic of material friendlier, in a sense. With softwares like PowToon, GoAnimate and Animaker, the value of animation is clearly seen for many different types of presentations and the medium creates possibilities that live recording does not offer.
In following the professionalism of the videos that I made, I paid close attention to the audio. In the outcome of the video, I made sure that primarily my vocal quality is clear so that there is no misunderstandings. In addition, I added some background music in hopes of increasing the entertainment value of the videos. On the website articulate.com, a source that discusses background music inclusion in e-Learning, there are several advantages to including background music. Background audio tracks can "impact retention" and "Some studies suggest that
The intro theme song helped establish an uptempo cadence in the video combining narration, ambient audio, and background music can impact retention. This makes sense because you’re giving the brain a lot of audio information to process at the same time" ("Should", 2009). When I refer to the "entertainment value", I believe that it relates directly to the emotional cues that I am trying to elicit in the videos. As much as this is an instructional video, I also want to develop a "call to arms" feeling and the uptempo background music soundtrack supports this. The background music also adds a cadence to the work as well which further substantiates the entertainment value that this video has.
The content that I have provided in the video should be seen as valid as it is directly related to work that I have done. Being that my purpose of this video is education in technical theatre, I have made sure that I am making material that is multimodal. According to education.com, "the more senses or modalities we can activate, the more learning will take place" (Powell, 2013). The entire video is narrated and in doing so I cater to the verbal learners who learn best with auditory cues. Another reason for the narration throughout the video is because there is a stress on the ability to communicate with others. Using the proper terminology, which includes the pronunciations of different words, is key in facilitating a cohesive group experience. Therefore, there is an importance in hearing the words pronounced for proper identification. I also cater to visual learners in that processes are displayed on the screen and where appropriate, words are also displayed too. Just as it is important to know how to properly pronounce tool and material names, it is equally important to see how they are spelled, or at least have some understanding of spelling. So far in my work in this field, communication seems to be a large part of productive group work and that is a theme that I stress in all my work in technical theatre learning projects.
As part of one of my successes that I feel I've had on this video, I was able to document all of the work that I've done and provide the exact material that I wanted to include because I generated all of it myself. Of course I have limitations in the abilities in the software that I've used so far but the fact that I was able to use it and create a narrative in the progression of the set is something that consider to be one of my biggest successes.
With any learning experience, there is a need to identify and evaluate the areas in which you must grow. In the beginning of my project, I was a bit ambitious and over estimated the amount of work for this project for my skill level in the tools that I've used. In retrospect, I've realized that doing a project of this scope requires so many different elements is quite a task. Creating not only the animation, but the live footage, the audio and the materials itself is time consuming. In the future, I would like to concentrate on one role and delegate tasks out to others. In concentrating on particular elements, I hope to improve my on screen personality and with more videos and feedback, I can craft my performance to be even more entertaining. The more I practice it and refine, the better I believe I'll become.
Additionally, I would like to establish more of an identity in the videos and fill them out with a more professional intro or title. To me, this is one of the most immediate indicators of a professional video. The opening title to me is like the beginning of a book and it really speaks to what type of video it will be. Another aspect to identity that I would like to work on in future videos is the environment that I am speaking in. I believe that a shop that is clean, displays tools and projects is more akin to a professional traits. As much as I hope that people are paying attention to me, I think that the environment can really act like a setting in a narrative and it tells a story as well. As I generate more videos and watch videos myself, I hope to pick up bits and pieces so that the presentation meets the quality of my content, which I believe will increase and immerse my viewers in the world of technical theatre.
Chandler, P., & Sweller, J. (2009). Cognitive Load Theory And The Format Of Instruction. Cognition And Instruction, 8(4), 293-332.
EOS Rebel T5i 18-55mm IS STM Lens Kit. (2015). Retrieved April 22, 2015, from http://www.usa.canon.com/cusa/consumer/products/cameras/slr_cameras/eos_rebel_t5i_18_55mm_is_stm_lens_kit
Powell, S. (2013, July 24). Learning Modalities. Retrieved April 19, 2015, from http://www.education.com/reference/article/learning-modalities/
Should You Add Background Audio to Your E-Learning Courses? - The Rapid eLearning Blog. (2009, December 1). Retrieved April 21, 2015, from http://www.articulate.com/rapid-elearning/should-you-add-background-audio-to-your-e-learning-courses/
One of the things that I learned early on in my time in the MALET program is the value of having a finished product by which you can analyze and evaluate. During the course of a project, there are so many different directions that you can take on your way to a finished product and there is always a way to make things better. This freedom of choice that you have during a project is valuable but can result in a never ending project. The resistance that someone may have over letting a project go could be due to the fear of having regrets. What I have learned is finalizing and submitting a project is the best part of the journey in learning. When you have a chance to step back and get some distance from your project, your ability to objectively assess your increases greatly. Ending a project is not the final step that some people may believe but an opportunity to see what elements of a project were effective and areas that can use improvement. The ability to grow during this process motivates me and it is with that feeling that I make my final reflection.
From the work I have completed in the Advanced Design Seminar class, I have grown by leaps and bounds in my perception of multimedia materials. During the class, I ambitiously tackled a project that was housed in a learning management system. This LMS included several different forms of educational material and the primary method of teaching was video instruction. During the course of the assignment, I made five videos that provided a foundation of set design. While the content was adequate, the overall quality of the videos was stifled by my amateur video production skills. When the project was completed and I reviewed the outcome, I saw several faults that I can immediately improve on to increase the overall value of the project. Without this reflection devolving to a discussion on that project, I noticed that I needed to make myself more accessible to the audience and become a more friendly presence on-screen. There are some practical methods that I utilized in doing this and some less overt strategies that I used as well.
 |
| Canon T5i |
 |
| Still of stop motion animation of the platform. |
In following the professionalism of the videos that I made, I paid close attention to the audio. In the outcome of the video, I made sure that primarily my vocal quality is clear so that there is no misunderstandings. In addition, I added some background music in hopes of increasing the entertainment value of the videos. On the website articulate.com, a source that discusses background music inclusion in e-Learning, there are several advantages to including background music. Background audio tracks can "impact retention" and "Some studies suggest that
 |
| The uptempo intro music helped to create an energetic cadence which I maintained throughout the video with background music. |
 |
| The content is multimodal--meaning that it meets the needs of visual and auditory learners. |
 |
| Preparing material for the video project allowed me to curate material that showcased the work I've done so far. |
With any learning experience, there is a need to identify and evaluate the areas in which you must grow. In the beginning of my project, I was a bit ambitious and over estimated the amount of work for this project for my skill level in the tools that I've used. In retrospect, I've realized that doing a project of this scope requires so many different elements is quite a task. Creating not only the animation, but the live footage, the audio and the materials itself is time consuming. In the future, I would like to concentrate on one role and delegate tasks out to others. In concentrating on particular elements, I hope to improve my on screen personality and with more videos and feedback, I can craft my performance to be even more entertaining. The more I practice it and refine, the better I believe I'll become.
Additionally, I would like to establish more of an identity in the videos and fill them out with a more professional intro or title. To me, this is one of the most immediate indicators of a professional video. The opening title to me is like the beginning of a book and it really speaks to what type of video it will be. Another aspect to identity that I would like to work on in future videos is the environment that I am speaking in. I believe that a shop that is clean, displays tools and projects is more akin to a professional traits. As much as I hope that people are paying attention to me, I think that the environment can really act like a setting in a narrative and it tells a story as well. As I generate more videos and watch videos myself, I hope to pick up bits and pieces so that the presentation meets the quality of my content, which I believe will increase and immerse my viewers in the world of technical theatre.
Chandler, P., & Sweller, J. (2009). Cognitive Load Theory And The Format Of Instruction. Cognition And Instruction, 8(4), 293-332.
EOS Rebel T5i 18-55mm IS STM Lens Kit. (2015). Retrieved April 22, 2015, from http://www.usa.canon.com/cusa/consumer/products/cameras/slr_cameras/eos_rebel_t5i_18_55mm_is_stm_lens_kit
Powell, S. (2013, July 24). Learning Modalities. Retrieved April 19, 2015, from http://www.education.com/reference/article/learning-modalities/
Should You Add Background Audio to Your E-Learning Courses? - The Rapid eLearning Blog. (2009, December 1). Retrieved April 21, 2015, from http://www.articulate.com/rapid-elearning/should-you-add-background-audio-to-your-e-learning-courses/
Wednesday, April 22, 2015
Facebook Page Update--In the Heights Spring 2015
I finally got around to posting all of the pictures of the set of In the Heights, from the earliest construction to the final product. I might be a little biased (being that I worked on it) but it is amazing to see what we accomplished in less than two months, I've never been prouder. As always, if you have a comment, please leave it somewhere, I'll find it!
https://www.facebook.com/rhsrcpstagecraft/photos_stream
https://www.facebook.com/rhsrcpstagecraft/photos_stream
Tuesday, April 21, 2015
Tools and Environment Selction
Tools and Environment Selection
For this multimedia project, I will be using several different technologies. Some of the tools and technologies that I will be using are things that are familiar to me. I believe that my past experience making videos and watching the process by which editing is done will aid me in the completion of this and foundationally I have the means to competently work within this realm. My main goals at this point are making professional looking videos that do not limit the value of the content.
To do that, I am going to record all of my video and content using a high quality digital single lens reflex camera. The camera that I am in the process of purchasing is the Canon T5i. Upon looking at reviews and putting together an initial technology plan, I feel that this camera will work perfectly with the other methods of technology that I've assembled. The camera is capable of recording videos, has an on board microphone, and has a flip out screen that allows me to see how I have framed my shots. The camera can also connect to the computer for another tool that I plan on using which is another plus. If I want to try and continue pushing the envelope of professional quality, the camera also has a port so I can connect the camera to an external microphone.
In terms of other hardware that I've been collecting is an LED photo light. The light will allow me to properly light my scenes and has a filter so that I can warm the lighting if necessary. I found that the one of the biggest issues that I had in the past with making videos was poor lighting. Relying on either natural light or the light from a room is not a dependable method of lighting a scene and there is a need for movable lights to properly set a scene.
The final important piece of hardware that I have acquired is a teleprompter. In my research for creating informational videos, I found that a reliable way of performing a dialogue is with a teleprompter, a device that scrolls the script. Another thing that I have learned in the past is that I get stage fright when I need to record something and the effect of that feeling is poor memory of a script. In the past, I sloppily put up a teleprompter but the way that it is set up shows that I am reading something. The new teleprompter that I made allows me to set the camera up directly behind the teleprompter device so that I can read the script while looking directly at the camera lens. My whole goal is to create a highly interpersonal relationship with the audience and I believe it is more apparent if I make more contact with the camera.
Other hardware that I have is tripods and light stands, basically the accompanying equipment that will allow me to make a complete set up.
As far as software, I am going to use two programs, iStopmotion and iMovie. iStopmotion is a program that allows you to create stop motion scenes and can provide a live view with a digital camera set up. Being that the Canon T5i is a popular camera, it is fully supported by the program and works well together. iMovie is the software that I will use to compile and edit my footage/audio and integrate titles into the video. The use of iMovie allows me to do many additional editing operations, all of which I'll explain at detail when I describe the educational use of iMovie.
In terms of the environment that I have chosen, I will upload the videos on to YouTube. YouTube has become an invaluable source of information for me and I see it fitting to be able to upload my videos on the same platform. I also find it is a successful method of sharing work so the promotional aspects are useful as well. Sending a YouTube link to share a video is very easy and the platform is accessible to many people. Being the same site as other well known, "viral" videos allows for more of a chance for larger audience.
In all, I believe that all of the elements that I have briefly discussed here are parts that work well together. The focus on production in the videos as well as the accessibility will hopefully increase my audience and meet the needs that I have when working in an educational capacity in technical theatre. The ability to share information in the method in which I choose will work toward my larger goal of educating students on the methods and procedures of building sets for theatrical productions.
Boinx iStopMotion: Mac Stop Motion and Time Lapse Software. (2015). Retrieved April 8, 2015, from http://boinx.com/istopmotion/mac/
EOS Rebel T5i 18-55mm IS STM Lens Kit. (2015). Retrieved March 21, 2015, from http://www.usa.canon.com/cusa/consumer/products/cameras/slr_cameras/eos_rebel_t5i_18_55mm_is_stm_lens_kit
IMovie for Mac. (2015). Retrieved April 3, 2015, from https://www.apple.com/mac/imovie/
Three DIY Teleprompter Builds - The Beat: A Blog by PremiumBeat. (2014, October 9). Retrieved March 13, 2015, from http://www.premiumbeat.com/blog/three-diy-teleprompter-builds/
For this multimedia project, I will be using several different technologies. Some of the tools and technologies that I will be using are things that are familiar to me. I believe that my past experience making videos and watching the process by which editing is done will aid me in the completion of this and foundationally I have the means to competently work within this realm. My main goals at this point are making professional looking videos that do not limit the value of the content.
To do that, I am going to record all of my video and content using a high quality digital single lens reflex camera. The camera that I am in the process of purchasing is the Canon T5i. Upon looking at reviews and putting together an initial technology plan, I feel that this camera will work perfectly with the other methods of technology that I've assembled. The camera is capable of recording videos, has an on board microphone, and has a flip out screen that allows me to see how I have framed my shots. The camera can also connect to the computer for another tool that I plan on using which is another plus. If I want to try and continue pushing the envelope of professional quality, the camera also has a port so I can connect the camera to an external microphone.
In terms of other hardware that I've been collecting is an LED photo light. The light will allow me to properly light my scenes and has a filter so that I can warm the lighting if necessary. I found that the one of the biggest issues that I had in the past with making videos was poor lighting. Relying on either natural light or the light from a room is not a dependable method of lighting a scene and there is a need for movable lights to properly set a scene.
The final important piece of hardware that I have acquired is a teleprompter. In my research for creating informational videos, I found that a reliable way of performing a dialogue is with a teleprompter, a device that scrolls the script. Another thing that I have learned in the past is that I get stage fright when I need to record something and the effect of that feeling is poor memory of a script. In the past, I sloppily put up a teleprompter but the way that it is set up shows that I am reading something. The new teleprompter that I made allows me to set the camera up directly behind the teleprompter device so that I can read the script while looking directly at the camera lens. My whole goal is to create a highly interpersonal relationship with the audience and I believe it is more apparent if I make more contact with the camera.
Other hardware that I have is tripods and light stands, basically the accompanying equipment that will allow me to make a complete set up.
As far as software, I am going to use two programs, iStopmotion and iMovie. iStopmotion is a program that allows you to create stop motion scenes and can provide a live view with a digital camera set up. Being that the Canon T5i is a popular camera, it is fully supported by the program and works well together. iMovie is the software that I will use to compile and edit my footage/audio and integrate titles into the video. The use of iMovie allows me to do many additional editing operations, all of which I'll explain at detail when I describe the educational use of iMovie.
In terms of the environment that I have chosen, I will upload the videos on to YouTube. YouTube has become an invaluable source of information for me and I see it fitting to be able to upload my videos on the same platform. I also find it is a successful method of sharing work so the promotional aspects are useful as well. Sending a YouTube link to share a video is very easy and the platform is accessible to many people. Being the same site as other well known, "viral" videos allows for more of a chance for larger audience.
In all, I believe that all of the elements that I have briefly discussed here are parts that work well together. The focus on production in the videos as well as the accessibility will hopefully increase my audience and meet the needs that I have when working in an educational capacity in technical theatre. The ability to share information in the method in which I choose will work toward my larger goal of educating students on the methods and procedures of building sets for theatrical productions.
Boinx iStopMotion: Mac Stop Motion and Time Lapse Software. (2015). Retrieved April 8, 2015, from http://boinx.com/istopmotion/mac/
EOS Rebel T5i 18-55mm IS STM Lens Kit. (2015). Retrieved March 21, 2015, from http://www.usa.canon.com/cusa/consumer/products/cameras/slr_cameras/eos_rebel_t5i_18_55mm_is_stm_lens_kit
IMovie for Mac. (2015). Retrieved April 3, 2015, from https://www.apple.com/mac/imovie/
Three DIY Teleprompter Builds - The Beat: A Blog by PremiumBeat. (2014, October 9). Retrieved March 13, 2015, from http://www.premiumbeat.com/blog/three-diy-teleprompter-builds/
Monday, April 20, 2015
Tools and Technology: iMovie
When creating any type of video, a resource that is as important as the recording equipment is the editing equipment/software. Clever compilation of different material can be as critical to the overall quality of a video as the materials itself. Being that editing is such a significant part of the process, the choice of softwares can be daunting.
Choosing a software that is easy to use is most likely very limited, and outside of making cuts and ordering clips, the most amount of customization comes in the form of trite transitions that instantly lower the quality of a production. On the opposite side of the spectrum, there is software that offers the ability of professional quality videos with a myriad of editing tools, but the learning curve is steep to say the least. As this project is really about the overall product and is not merely an exercise in editing, I thought it beneficial to carefully choose a software that was appropriate for my skill level and knowledge base. I have some rudimentary knowledge of editing, understand some of the vocabulary/terminology and have an overall scope of what I'd like to accomplish, but I lack the expert knowledge necessary to use programs like Final Cut Pro and Adobe Premiere.
For that reason, I needed to choose a software that is robust and offers opportunities for customization yet is easy enough for a novice to use. For these requirements, I am using iMovie. iMovie is a platform specific software and in the same way that Apple operating systems are characteristically user friendly, iMovie follows the same trend as it is a "simple yet powerful editing [tool] to create video projects" (Apple, 2015). iMovie allows its users to "insert titles, add effects and create a full soundtrack with powerful tools that are easy as drag and drop" (Apple, 2015). For much of my video, these tools are what I need and within them there is the ability to adjust as necessary. While iMovie is helpful within this capacity, its use is commonly explored in education for other resources as well.
Within the paper titled, "iMovie in Teacher Education", Randy Yerrick explores the various uses of iMovie. Of the program, he says that it "offers tremendous ease for the user" and use by educators has shown that it is invaluable for providing students "a variety of backgrounds and experiences to engage in authentic learning" (Yerrick). Of these situations that are created through the use of iMovie, educators can "[introduce] external artifacts...[model] alternative teaching strategies...[review and reflect] upon shared events...[and document] learning or presentation of personal accomplishment[s]" (Yerrick).
One authentic example that Yerrick uses is within the formal teaching of the scientific method. In the past, teachers have often times conceptually taught the scientific method in an isolated manner. Using iMovie (and digital cameras), students could bolster the observation element of the process and review it immersively. Yerrick's example revolves around the common engineering challenge of creating something that prevents a falling egg from cracking and breaking. Within this new educational plan, "students worked together to create written descriptions and designs of their project and then test their project under the critical lens of the camera...[and use the recorded footage to] analyze the failures of the products of other students...concepts taught in this series of lessons included terminal velocity, deceleration, and force" (Yerrick).
Additionally, Yerrick discusses how these lessons can shift and become interdisciplinary. As a video is recorded of traffic driving in front of the school, students could not only discuss motion and speed within science, but explore "societal rules and responsibility, in relation to the problem of cars speeding by during school hours" (Yerrick).
Currently, my use of iMovie is as an editing tool. I can cut footage together, add in transitions between scenes, cut audio, add in my own audio, and change the pacing of the footage. Another way that I seek to make the footage more in depth is cropping different scenes. While I tried to get as much footage as I can, I believe there are safe distances in which recording can take place, for the actor and the camera. Because of this, I got a wider shot than I had originally wished and with iMovie, I was able to eliminate areas on screen that I didn't want. Doing this made the shots more intimate and increased more of the story telling element that I wanted to convey in the videos. So far in my work, I have yet to run into any points where I couldn't do something that I wanted to do, proving the flexibility of the program.
As stated in Yerrick's article and the accompanying videos, these suggestions should introduce you to, but not limit you, to the educational uses of iMovie. As I reviewed some of the video footage that I compiled, I found a new use for the video that I record. Students can record themselves using power tools to document what they have learned and display their knowledge. The video footage could also serve as an example for students in the future of proper technique when using power tools as well. Another use that I came up with is showing students what is happening when they use tools from different angles so they can completely understand what is happening. From only one vantage point, your perception is limited but from two or more angles, you can be aware of the entirety of an action. Additionally, using iMovie gives you the ability to speed up and slow down footage. Doing this, adds another element of demonstration that is not possible otherwise. Students can see, at a slower frame rate, what is happening when they use power tools.
The evaluation of this tool not only solidified my use of this tool but spurred new uses for iMovie. Coupled with digital cameras, iMovie is capable of becoming a valuable tool in many educational settings. The fact that the software is robust and easy to learn makes it invaluable in conjunction with learning activities.
iMovie for Mac. (n.d.). Retrieved April 8, 2015, from https://www.apple.com/mac/imovie/
Yerrick, R. (n.d.). IMovies in Education. Retrieved April 8, 2015, from http://edweb.sdsu.edu/sciencetg/ie/
Choosing a software that is easy to use is most likely very limited, and outside of making cuts and ordering clips, the most amount of customization comes in the form of trite transitions that instantly lower the quality of a production. On the opposite side of the spectrum, there is software that offers the ability of professional quality videos with a myriad of editing tools, but the learning curve is steep to say the least. As this project is really about the overall product and is not merely an exercise in editing, I thought it beneficial to carefully choose a software that was appropriate for my skill level and knowledge base. I have some rudimentary knowledge of editing, understand some of the vocabulary/terminology and have an overall scope of what I'd like to accomplish, but I lack the expert knowledge necessary to use programs like Final Cut Pro and Adobe Premiere.
For that reason, I needed to choose a software that is robust and offers opportunities for customization yet is easy enough for a novice to use. For these requirements, I am using iMovie. iMovie is a platform specific software and in the same way that Apple operating systems are characteristically user friendly, iMovie follows the same trend as it is a "simple yet powerful editing [tool] to create video projects" (Apple, 2015). iMovie allows its users to "insert titles, add effects and create a full soundtrack with powerful tools that are easy as drag and drop" (Apple, 2015). For much of my video, these tools are what I need and within them there is the ability to adjust as necessary. While iMovie is helpful within this capacity, its use is commonly explored in education for other resources as well.
Within the paper titled, "iMovie in Teacher Education", Randy Yerrick explores the various uses of iMovie. Of the program, he says that it "offers tremendous ease for the user" and use by educators has shown that it is invaluable for providing students "a variety of backgrounds and experiences to engage in authentic learning" (Yerrick). Of these situations that are created through the use of iMovie, educators can "[introduce] external artifacts...[model] alternative teaching strategies...[review and reflect] upon shared events...[and document] learning or presentation of personal accomplishment[s]" (Yerrick).
One authentic example that Yerrick uses is within the formal teaching of the scientific method. In the past, teachers have often times conceptually taught the scientific method in an isolated manner. Using iMovie (and digital cameras), students could bolster the observation element of the process and review it immersively. Yerrick's example revolves around the common engineering challenge of creating something that prevents a falling egg from cracking and breaking. Within this new educational plan, "students worked together to create written descriptions and designs of their project and then test their project under the critical lens of the camera...[and use the recorded footage to] analyze the failures of the products of other students...concepts taught in this series of lessons included terminal velocity, deceleration, and force" (Yerrick).
Additionally, Yerrick discusses how these lessons can shift and become interdisciplinary. As a video is recorded of traffic driving in front of the school, students could not only discuss motion and speed within science, but explore "societal rules and responsibility, in relation to the problem of cars speeding by during school hours" (Yerrick).
Currently, my use of iMovie is as an editing tool. I can cut footage together, add in transitions between scenes, cut audio, add in my own audio, and change the pacing of the footage. Another way that I seek to make the footage more in depth is cropping different scenes. While I tried to get as much footage as I can, I believe there are safe distances in which recording can take place, for the actor and the camera. Because of this, I got a wider shot than I had originally wished and with iMovie, I was able to eliminate areas on screen that I didn't want. Doing this made the shots more intimate and increased more of the story telling element that I wanted to convey in the videos. So far in my work, I have yet to run into any points where I couldn't do something that I wanted to do, proving the flexibility of the program.
As stated in Yerrick's article and the accompanying videos, these suggestions should introduce you to, but not limit you, to the educational uses of iMovie. As I reviewed some of the video footage that I compiled, I found a new use for the video that I record. Students can record themselves using power tools to document what they have learned and display their knowledge. The video footage could also serve as an example for students in the future of proper technique when using power tools as well. Another use that I came up with is showing students what is happening when they use tools from different angles so they can completely understand what is happening. From only one vantage point, your perception is limited but from two or more angles, you can be aware of the entirety of an action. Additionally, using iMovie gives you the ability to speed up and slow down footage. Doing this, adds another element of demonstration that is not possible otherwise. Students can see, at a slower frame rate, what is happening when they use power tools.
The evaluation of this tool not only solidified my use of this tool but spurred new uses for iMovie. Coupled with digital cameras, iMovie is capable of becoming a valuable tool in many educational settings. The fact that the software is robust and easy to learn makes it invaluable in conjunction with learning activities.
iMovie for Mac. (n.d.). Retrieved April 8, 2015, from https://www.apple.com/mac/imovie/
Yerrick, R. (n.d.). IMovies in Education. Retrieved April 8, 2015, from http://edweb.sdsu.edu/sciencetg/ie/
Monday, April 13, 2015
DIY Teleprompter
For a portion of my instructional videos, I would like to record myself speaking and integrate that footage with animations and other live material I've collected/made. In my past attempts at recording myself speak, I've tried to "wing it" but I end up freezing up and forget everything I want to say. To try and help myself keep on task, I've used my iPad as a teleprompter but I had to record at some distance so it doesn't look like I'm reading. Using this camera position, the audience felt distant and the overall quality of the video diminished.
To alleviate this problem, I made a more traditional, studio-styled teleprompter to scroll my script as I read. This project, which was made with scrap wood that I had from other projects (plywood, masonite, and a glass from a dollar store picture frame), makes it so I can position my iPad in the base of the device, run the teleprompter app, and read the script from the reflection. The camera is positioned to record through the glass behind the prompter and this allows me to maintain eye contact with the viewing audience.
The old and new camera/teleprompter set up.
The design of the teleprompter was inspired by a video series that I watch on YouTube by THiNK Media TV where they had a teleprompter made from an iPad box. In the design, a hole is cut out of the top of the box, a piece of glass is put on top and the whole thing is mounted on a tripod. My design is very similar except I constructed the box to accommodate a 8" x 10" piece of glass. The finished result is below.
The position of the glass is at a 45 degree angle to the iPad.
The reflection is easier to read when the back is dark so other DIY Teleprompters are set up and covered with a dark cloth.
With this teleprompter, I hope to perform informative scripts with a natural, comfortable delivery.
Cannell, S. (2014, June 14). How to Create Training Videos (and Instructional Videos). Retrieved March 5, 2015, from https://www.youtube.com/watch?v=qKC1xxI5CmA
Monday, April 6, 2015
Check Out My Rough Cut of the Platform Video
This video is my rough cut of the platform video. I still need to add a few things and refine some of the animation but I feel like I'm on a good track.
Let me know what you think.
This video is my rough cut of the platform video. I still need to add a few things and refine some of the animation but I feel like I'm on a good track.
Let me know what you think.
Saturday, April 4, 2015
Wednesday, April 1, 2015
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