CI 4810/5810
Introduction to Sight and Sound
Instructor: Jeff Goodman
Office Phone: 828.262.2176
Home Phone: 828.675.9061
Office 218-D: Hours: Tuesday and Thursday 10-11, 12:30-3 and by arrangement; please
make an appointment
E-mail Address: goodmanjm@appstate.edu
Course Description:
This course is designed as an introduction to the basic knowledge and skills underlying
any effective audiovisual presentation. Students will learn the aural and visual aesthetic
principles involved in the creation of effective media presentations. They will also learn
the theory and operation of various common sight and sound devices, including audio
recorders; microphones and mixers; still cameras, video cameras, monitors, and digital
recording devices; projection devices and presentation systems. Emphasis will be placed
not only on understanding how the equipment works, but also on the common theoretical
background shared by all these communication devices.
Course Goal:
To provide students with the theoretical and practical background needed to successfully
learn photography, web design, audio production, or video production.
Course Objectives:
After completing this course, students will be able to:
• Understand the basic physical and biological principles that underlie the transmission
and perception of visual and auditory information.
• Understand the principles that underlie humans' psychological response to visuals,
auditory stimuli and audiovisual stimuli.
• Demonstrate an ability to analyze audio, visual and audiovisual work in terms of
psychological impact, as well as from a production standpoint.
• Demonstrate an ability to create audio, visual, and audiovisual work which
communicates specific, identified messages.
• Understand, on a basic level, how the different pieces of audiovisual technology work.
• Be able to successful operate and maintain a variety of still cameras, video cameras and
recorders, microphones and mixers.
• Be able to set-up and maintain a web-site for the presentation of audio-visual
information.
• Be able to select an appropriate media format for production and distribution given an
instructional objective and an audience.
Texts:
Making Media, by Jan Roberts-Breslin
You will be required to have a minimum 1GB USB flash drive for this class. Please
make sure you have it for the second class meeting.
Evaluation:
Production/analysis projects (see below for descriptions) (60%) Each week you will be
given an assignment that will give you an opportunity to explore in more depth the ideas
we have covered in class and/or to practice some hands-on production skills. These
projects may be completed alone, or when noted, in groups of up to three. The projects
will generally be due two classes following the assignment, and will be graded on a scale
according to the following criteria:
8 points (upper C range) if your project:
◦
◦
Meets the minimum expectations of the assignment.
Has more than a few problems with mechanics, organization, and/or technical issues.
9 points (upper B range) if your project:
◦
◦
◦
◦
Meets the basic expectations of the assignment.
Shows technical proficiency.
Is well organized.
Has few technical problems or problems with mechanics.
10-11 points (A range) if your project:
◦
◦
◦
◦
◦
Demonstrates a level of excellence and depth of thought as it meets the expectations
of the assignment.
Shows original thought and/or innovative design.
Is technically advanced.
Is well organized.
Has no technical problems or problems with mechanics.
Late assignments will be accepted, but will receive a reduced score.
Your total points for all nine assignments (plus 1 to make a total possible grade of 100)
will determine your grade for this component of the course.
Tests. (30% total) There are three tests during the semester on material and equipment
skills covered in class and in the text. Your score will be the average of your two best
scores; thus, if you have scored well on the first two tests, the final is optional.
Class preparation, participation and attendance. (10%) The discussions and
interactions that take place in the classroom are an integral part of this course. At times
you will be asked to read, write or view something outside of class in order to be
prepared for a discussion or activity. Class participation will also include oral and written
feedback on other students' work. There are a number of activities that we will do as a
class that will be difficult to make up if you are absent; it is important that you come to
every class. If there is any reason you need to miss class, please let me know ahead of
time. Please see attendance policy below to understand how missing class will affect your
grade.
Your final course grade will be determined on a 100-point scale (i.e. 80-83=B-, 8387=B, 87-90=B+, etc.).
Weather. If there is any bad weather, please check your email for possible class
cancellation and make-up. I will email the class list only if we won't be having class; so if
nothing is there, assume class is on.
How to do well in this course:
• Come to class every class period and participate.
• Take careful notes, consult available reference texts and handouts, and ask questions if
you are unclear about any of the concepts that we discuss.
• Keep track of the workload and turn in work on time.
• Communicate with me. Ask for feedback; run an idea by me; or discuss any difficulties
you are having.
• A final note on grades: Education is not about grades but about learning. However,
learning requires feedback, and an evaluation component in education is one way
to give feedback. Still, I consider your grade only a part of this feedback; in many
cases, you will learn more from the specific written or verbal evaluation of your
work. If you are not happy with your grade on any project in this course, I
encourage you to rework it and resubmit it. In addition, since it is my goal to
help create the best learning environment possible, I strongly encourage you to
give me feedback about the class as we go.
____________________
Note for Graduate students in section 5810.
Though graduate students do the same nine production projects as their undergraduate
colleagues, they are considered to be in training to be production professionals and are
held to higher standards of creativity and technical proficiency in all work.
In addition to completing the full complement of production assignments, graduate
students in CI 5810 are required to research a topic in aesthetic theory or human
perception—chosen with the advice of their instructor -- and to develop a web resource,
equivalent in scope to a 10-15 page paper, to share their findings. Additionally, they are
required to submit an annotated bibliography for this work and post this as a resource for
current and future students in the class. This semester-long project is shared with the
class in a half-hour presentation. The grade on this presentation will be factored in as
20% of the final grade. Thus, the final grade will be calculated by the formula: {[4
*course grade as above based on ten projects, tests and class participation] + [grade on
research project]}/5 = final grade.
Attendance Policy. Missing class without contacting me, or missing class more than
twice (even if you let me know) will lower your final class grade up to one-half a letter
grade for each class missed (e.g. B to a B-, B- to a C+ etc.).* In order to motivate you to
come to class on time and keep disruptions to a minimum, I'll consider your being late to
class three times the same as one absence. However, if you must be late, remember that I
would much rather have you come to class late than not at all.
Perfect attendance for the semester will be worth 20 points extra on your class
participation grade. If you have perfect attendance for the first half of the semester or the
second half of the semester but not both, you'll get 10 points.
* The new North Carolina Law,S.L. 2010-112 (HB357): SECTION 3. which amends
G.S. 116‑11 allows for two excused absences each academic year for religious
observances required by the faith of a student. Therefore, any absences for such
observances will be excused and will not count in this calculation, provided that you
inform your instructor at least two weeks before your absence. You will be given full
opportunity to make up all work missed. For more on this policy, see
http://www.academicaffairs.appstate.edu/sites/default/files/Interim%20Religious%20Obs
ervance%20Policy.pdf
Academic Integrity.
As a community of learners at Appalachian State University, we must create an
atmosphere of honesty, fairness, and responsibility, without which we cannot earn the
trust and respect of each other. Furthermore, we recognize that academic dishonesty
detracts from the value of an Appalachian degree. Therefore, we shall not tolerate lying,
cheating, or stealing in any form and will oppose any instance of academic dishonesty.
This course will follow the provisions of the Academic Integrity Code, which can be
found on the Office of Student Conduct Web Site: www.studentconduct.appstate.edu.
Accommodations for Students with Disabilities. Appalachian State University is
committed to making reasonable accommodations for individuals with documented
qualifying disabilities in accordance with the Americans with Disabilities Act of 1990,
and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based
on a substantially limiting disability must contact and register with The Office of
Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once
registration is complete, individuals will meet with ODS staff to discuss eligibility and
appropriate accommodations.
__________
*Projects:
A. Photo-sequence
For this assignment, you will create a web page or web pages that present
sequences of digital photographs that tell a story. You will need to do at least
three different sequences, and each sequence should be a minimum of three
images long. In each sequence, one of the images should be replaced with a
blurred or otherwise unrecognizable image. Using insert>image object, you will
set it up so that rolling over the mystery image reveals the correct shot in
sequence.
Consider the following approaches. There are many more, but these will get
you started.
Sequential time leading to a finale: The sequence tells a linear story or shows a
process with the last image obscured.
Sequential time with missing intermediary: The sequence tells a linear story with
a missing first or intermediary image.
Sequential with reversed or chaotic time: Either of the above can be done with
reverse time or out of sequence timing. Layout can be used to suggest
indeterminate order.
Sequential by characteristics: The sequence builds with respect to a characteristic
rather than through time. For example, you build in terms of color by shooting
something a snowbank, a pale pink carnation, a glass of blush wine, and a pair of
ruby red lips.
Internal monologue: This sequence shows a series of images that represent
someone's thinking, then shows the person who is having these thoughts.
Metaphorical: The sequence makes meaning out of the relationship of images
similar to the way figurative language makes meaning from the juxtaposition of
words. For example, you could show a bird, a frightened child's face, a cat, and
then an angry man's face.
B. Degraded Image
This assignment requires that you use a minimum of nine different
machines or processes to copy and/or manipulate an image. For instance,
you might begin with something in the world, take a color Polaroid
snapshot of it (1) , photocopy this image (2), scan the photocopy (3), print
it out (4) , video tape it (5) , play the video tape on TV (6), take another
snapshot of this image (7), photocopy this snapshot (8) , then use the
photocopy as a photographic negative and print the result on black and
white photographic paper (9).
You may consult with others, but each person should turn in his or her
own product that represents the process.
Several options for presenting your degradation are possible. Be sure you
have images that represent each stage and text that explain how you got
from one stage to another. Also, include a slide or screen that shows
your beginning and ending images side by side. Consider the following
possible approaches for presenting your work:
•
Web page (or linked pages) with images and text showing the
image as it degrades and the processes you used.
A PowerPoint uploaded to Authorstream.com and linked from or
embedded in your webpage (with or without narration).
B. Camera Techniques
This assignment is designed to give you a chance to practice some basic camera
techniques as well as to help you see what a video camera will do when pushed.
The shots will be posted on line, linked to a page that will be accessed from your
home page.
1. Your goal is to create 10 video images that are as different from one another
as possible, both in terms of subject matter and camera work. Shots should be
relatively short (10 seconds or less). LOOK FOR MOVEMENT!
2. Each shot will be imported into into iMovie or Final Cut Express with captions,
(more info at bottom) and the sequence will be saved as a Quicktime. This
Quicktime will be uploaded to Youtube. If you use Final Cut, choose
File>Export>Using Quicktime Conversion, and set the quality to "intranet/LAN."
If you use iMovie, export as full quality video.
3. You will then use the embed code provided in the Youtube screen to embed
your video in your page.
4. You may work in groups of up to three, but each person will make his or her
own web page.
The following techniques are things you might want to try. Only the jump-cut
(#7) is required.
Camera Position
1. High angle or low angle shot.
The placement of the camera relative to the subject can affect the viewers'
relationship to the subject. Thus, the "high angle shot" (in which the camera is
held high and pointed down) can be used to made a subject seem small,
powerless, or inferior; and the "low angle shot" (in which the camera is held low
and pointed up) tends to made a subject seems large, powerful, superior, or even
menacing.
Camera Movement
2. Pan left or pan right.
Panning involves swiveling the camcorder around a fixed point, so it is best done
using a tripod (though effective pans can be done with the camcorder on any
smooth, stable surface). Pans are often used to show a scene that is too wide to be
captured effectively on a small screen; in addition, pans can be used to reveal
something surprising that is off screen, or to simulate the effect of someone
scanning the environment. Except in unusual circumstances, one should pan left
or right, not back and forth.
(Note: moving the whole camera from left to right or right to left on a rolling
mechanism such as a rolling chair is a truck. You can try this instead if you want.)
3. Tilt up or tilt down.
Like the pan, the tilt involves shooting as you move the camcorder in a controlled
way -- in this case, as you change the angle of the camera relative to the ground.
Again, a tripod is helpful, but a successful effect can be achieved with an
improvised set-up. The tilt is generally used to emphasize the height of
something, to surprise the viewer, or to simulate someone looking up or down.
Like the pan, it works best if you tilt up or down but not both.
(Note, moving the whole camera up or down is called a pedestal. You can try this
instead.)
Camera Framing
4. Zoom-in or zoom-out.
Zooming refers to changing the framing of a shot. Almost all camcorders have a
"zoom lens" which allows you to move between a "wide angle" view (in which
you often can see the whole scene) and a "telephoto" view (in which you
generally see a magnified view of one element in a scene). When a shot moves
from wide angle to telephoto (zooming in), the effect is to isolate something from
its environment and draw attention to it; going from telephoto to wide angle
(zooming out) can be used to put something in context. Be careul to zoom in or
out, to do it smoothly, and to use this effect only for a specific purpose. Zooming
and in and out on the same shot or jerky zooms will tend to make viewers
disoriented and nauseous.
(Note: moving the whole camera in or out on a rolling mechanism is called a
dolly, and you can try one of these instead.)
5. Long shot.
A long shot is used to set the scene or capture action in a wide area. The best
image is achieved if the long shot is done with the lens in wide angle.
6. Close-up.
Since a TV screen is relatively small, it is wise to use as many close-ups as
possible when shooting video. A close-up can be captured with the lens in wide
angle or telephoto. In wide angle, you will need to get the camcorder very close to
the subject; the telephoto function of the lens must be used with a subject that is
farther away. (Be aware, however, that when the lens is in telephoto, any camera
shake will be magnified, and a tripod should be used. Also, depth of field -- the
area of acceptable focus -- is much shallower when the lens is in telephoto, which
may be a desirable or undesirable effect.)
In-camera Editing
7. Jump-cut magic.
In general, programs are planned and edited so that shots which are recorded at
different times can be set back to back to create the illusion of continuity.
However, the discontinuous "jump-cut" (in which things seem to magically
appear or disappear) can be fun to use where appropriate; also, getting this effect
to work will help you practice your in-camera editing skill.
Camera Settings and Light
8. Shooting with a high shutter speed.
Moving subjects look very interesting when shot with a high shutter speed. Since
each frame is only exposed for a short period of time, you'll need good light for
this. The shutter speed is adjusted using a menu option.
(check out :54 seconds into
)
9. Silhouette
Since the camcorder will adjust for the average amount of light coming in, a
backlit subject will appear in silhouette. Look for interesting patterns here.
10. Video Feedback
Hooking your camera up to a monitor and shooting the monitor provides video
feedback. This is a cheap thrill and worth trying with various things in the
foreground.
10. Shooting with a high shutter speed.
Moving subjects look very interesting when shot with a high shutter speed. Since
each frame is only exposed for a short period of time, you'll need good light for
this.
11. Messing with the white balance.
Shoot something with the wrong white balance for interesting color effects.
12. Focus effects.
Set the camera to manual focus and throw focus from one object to another. This
is best done with the lens in telephoto and two objects separated by a lot of space,
one relatively close to the camera. This allows you to have the necessary shallow
depth of field. You also might want to try to shoot things entirely out of focus.
What looks interesting this way?
Unusual Camera Orientation or Position
13. Put the camera somewhere unusual and shoot out.
No one ever said you shouldn't put the camera in a drawer and record yourself
opening the drawer.
14. Canted camera.
Though we generally try to shoot with the camera level, you might try canted
camera work (camera tilted to the side).
Don't forget mirrors, fire, water, extreme close-ups of people's tongues, etc.!
_______
Final Cut reminders:
Some important points:
1. If you correctly set a scratch disk on a folder on the computer and saved your
fcp file (that's the "recipe") and all your clips (the food) there , that folder has
everything in it that you'll need to work on your project. Just go to the same
computer and open up the fcp file from the folder.
2. If you want to move to another lab on campus, you'll need to move the entire
folder with clips and fcp file. You would put that on a drive and then move it to
the hard drive of the other computer and work from there. It usually doesn't work
to work off of a thumb drive, so you really need to run it off the hard drive. (Your
own portable hard drive will work.)
3. The digital media studio in the library has weekend hours and final cut.
However, once you work there, you will have to finish there, as the version they
have is later than the one we have. Their assistants should be able to help you.
The lab in this building is open until 9 on regular weekdays and 5 on Fridays.
4. Once you finish your video, you can upload it to youtube. If you don't know
how to embed it in your page, I'll show you Tuesday. For now you could just link
to it from your page. (Embedding just involves getting the embed code from
youtube by clicking on "share" and the "embed" button and copying the code.
Then you insert that in the code in your webpage which you can view by clicking
on "split" in the upper right of Dreamweaver.
D. Ten Sounds
You may work in groups of up to 3 to record and edit sounds, but each should
have his or her own webpage.
Record and post 10 original short sounds (less than 10 seconds each, no effects),
and then consider adding each of the 10 sounds with an effect. (20 sounds total).
Create some map or way of telling us what the sounds are.
On the day this assignment is due, you should have posted a web page with the
sound effects you have recorded; the web page should have an interesting visual
interface in addition to the sounds. Make sure you provide an image where the
sounds' placement is obvious -- or provide a map so I can find them all.
Regardless of your approach to your webpage, all your sounds should be
listed somewhere.
If you choose to use audio effects on your sounds, post both the original and the
effected audio clip. Doing this will count for extra credit; you still should have 10
different original sounds. Try to come up with a WIDE range of sounds!
MP3 audio
To make your image play the sounds:
1. Click on the image in DreamWeaver.
2. Use the image map tools in the low left to identify areas to be hot.
3. Use the link box and folder icon to link to your mp3s. (Make sure they are in
your ten_sounds folder!)
4. Split the screen (upper left) so you can see your code.
5. Click in the code just under the <body> tag, and add:
<iframe id="hiddenFrame" name="hiddenFrame" style="position:absolute;
visibility:hidden; top:0px; left:0px; height:0px; width:0px;"></iframe>
6. Then, in your image map code, just after your mp3, put target="hiddenFrame"
in the link for every mp3. For example, it might look like:
<area shape="circle" coords="104,61,21" href="rack.mp3"
target="hiddenFrame"/>
E. Audio Edit
Note: this project counts double for a total of 22 points.
You should work in pairs or alone.
Your task is to create an audio piece of approximately one minute (no shorter than
30 seconds, no longer than 120 seconds) that combines spoken word, music
and/or sound effects.
When editing, please vary VOLUME and PAN as a part of your project. It should
be mixed on a Macintosh in Final Cut and saved as a .MP3 file using iTunes. (See
Ten Sounds assignment for information on this.)
Ideas include:
•
Poem
•
Halloween or other holiday theme
•
Mocumentary
•
Drama
You can use the sound effects from your ten sounds (just drag the mp3s in),
download mp3s from sound effects web sites, get free music from
Royalty Free Music
DigCCMixter
or other Creative Commons source
To post this, you can use a photo like you did on ten sounds, or you can post it to
soundcloud and link there.http://soundcloud.com/
Good luck!
F. Stop Action Animation
This project counts twice for a total of 22 points.
•
animation
•
audio
•
idea/story
You can work alone or in pairs for this project
For this assignment, you will use a digital camera and digital video editing
software to make a short (approximately 30 second) animation, with sound
effects, credits and music.
Please don't use copyrighted music. Choose music from freeplaymusic.com,
freesound.org, internetarchive.org or your friends' music!
Please post to youtube and embed in your page.
A few tips:
•
•
•
•
•
•
•
•
Shoot stills with your camera at low resolution.
Make sure you use a tripod.
Make a folder in Lab User > Movies and put all your stills in that.
Make sure you set the scratch disk to that folder.
Import all your stills from that folder into Final Cut.
Select all the stills and drag them down in one fell swoop.
Select all the stills in the sequence and right click on one; choose
"Duration" and set it to :05 (five frames) or less. This will speed up all the
stills.
In Final Cut, choose File>Export>Quicktime movie and then upload that
to youtube.