Solo Film #4 Production Project (Sound) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Blah

Blah

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Solo Film #5 Production Project (Music) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Blah

Blah

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Sample Solo Film for CapitalComTech.info

An Innu with Mr. George Valiquette’s movie camera (Hudson Strait Expedition), Wakeham Bay, Nunavik, Quebec, 1928 /
CC image An Innu with Mr. George Valiquette’s movie camera (Hudson Strait Expedition), Wakeham Bay, Nunavik, Quebec, 1928 / at Flickr.com

STUDENT SAMPLES

  • Coming soon……

WHAT

  1. Select a scene in a film to copy
  2. Embed the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
  3. Research the film and the scene you chose
  4. Create and embed your version of the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
    • Use any equipment you have; phone, Chromebook, etc.
    • Edit with any free video editor you have access to iMovie, YouTube, phone, or our classWeVideo.com account
  5. Complete the blog post with the material listed in the HOW section below

WHY

  • Learning film language by copying quality work is a great way to start to express yourself through visual and audio media

WHERE

HOW

  • Copy and paste the Solo Film #1 Production Project TEMPLATE into yourEdublogs.org blog
  • Inspiration
    • Research a 60-second film scene you can access on YouTube
  • Intention
    • Write your Intention or SMART (Goal) for your film under the Intention (SMART Goal) heading
      • Be specific: what do you hope the audience feels, learns, experiences, etc. by watching your film?
      • Write a one-sentence SMART Goal with help from the example material below
      • Use the SMART Goal Format Worksheet (PDF) for guidance in writing your actual one-sentence SMART Goal section of the Stretch Goal
        • Mitchell’s modified example:
          • “By April 30, as part of my film team, I will explore the film director’s skill pathway by following the Studio Binder Eye Tracing tutorial and will have created scenes that direct the audience’s eye from affinity to contrast, this will increase intensity over the six scenes of our April project.”
      • Mitchell’s SMART Goal broken down by element
        • Remember we build our SMART goals backward: T R A M S – S M A R T
        • T– Time (DATE): By April 30
        • R-Relevance (CLASS/TEAM X): as part of my film team, I will explore the film director’s skill pathway 
        • A-Attainable (TUTORIAL X) by following the Studio Binder Eye Tracing tutorial
        • M-Measurable (MAKE/CREATE # of X): and will have created scenes that direct the audience’s eye from affinity to contrast, this will increase intensity over the six scenes
        • S-Specific (PROJECT X): of our Session 5 project.”
  • PRE-PRODUCTION
    • Select a scene in a film to copy from YouTube
    • Embed the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
    • Research the film and the scene you chose
      • Who created the scene?
        • Director?
        • Film Company?
        • Network TV or Streaming Service?
      • What is important about the scene, the film, the TV show?
      • Why is this scene important to the film or TV show episode?
      • What is happening in the scene to further the bigger story?
    • Create a reverse storyboard of the scene on paper
      • Fold a piece of paper in half 4 times to create a template for storyboarding like the sample below
        • cp_sample_storyboard_natalie
      • Review the sample scene from the show Mad Men
      • Click the full version of the reverse storyboard of the Mad Men scene
      • Take a picture of your storyboard
      • Upload and embed your picture under the Reverse Storyboard of Film Clip heading
  • PRODUCTION
    • Create your version of the 30 to 60-second scene into your  Solo Film #1 Production Project blog post
    • Export your film from WeVideo
    • Save the exported file to your Google Drive
    • Make sure your share the Google Drive file publically
    • Place a link under the Student Copy of Film Clip heading
  • POST-PRODUCTION
    • Share your work with the class and receive feedback
    • Under the Reactions to the Final Version heading…
      • Write a few questions for the audience to consider
        • What feedback do you want from the audience to help you improve your skills?
      • After you receive this feedback, add it to your post
      • Cite the sources with their first name only
    • Finish the rest of the post
    • Make sure your blog post is published publically 
    • Have someone edit your post with the Solo Film #1 Production Project Feedback Form (PDF)
    • Make any necessary changes
    • Turn in your Solo Film #1 Production Project Feedback Form (PDF) to Mr. Le Duc

RESOURCES

Short Films

Melody Research, Analysis, and Recording Project TEMPLATE

Summary

  • In a small paragraph, write WHAT THIS PROJECT IS ABOUT. Your audience is someone who is not in the class. So, be specific.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

My First HookTheory Melody

  • Place a screenshot of your 8 measure melody from hookpad.hooktheory.com
  • Link to a .mp3 file of your first HookTheory melody that you exported from hookpad.hooktheory.com
  • Write a brief reflection about this melody. What do you like about it?
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

Notes from Howard Goodall’s Melody Video

Cue Notes
Write your questions here…

Write your notes here…

 

Summary: Summarize what you learned from the video here..

Melody Composition Terms and Definitions

  • Theme: A long, flowing melodic idea.
  • Motive: A short, rhythmic idea (Beethoven’s 5th).
  • Period: 8-12 measures or a musical sentence.
  • Phrase: Usually 4 measures.
  • Antecedent (Question) Phrase: First 4 measures of a period.
  • Consequent (Answer) Phrase: Second 4 measures of a period.
  • Scale Degrees (C Major Scale)
    • Tonic: C (1 , 8) – Stability and resolve.
    • Supertonic, Mediant, Submediant: D, E, A (2 , 3 , 6) – Moderate tension, useful for transitions and carrying on an idea.
    • Subdominant, Dominant, Leading Tone: F, G, B (4 , 5 , 7) – Causes the most tension, leads to the tonic.
  • Steps: Any movement using half or whole steps.
  • Leaps: Any movement using intervals larger than a whole step.
  • Conjunct motion: Melody is built primarily out of steps.
  • Disjunct motion: Melody is built primarily out of leaps.
  • Repetition: Repeated material (i.e. motive) used to create a link between two phrases of the period.
  • Contrast: Two phrases that contain contrasting material to create tension and interest.
  • Variation: Halfway between contrast and repetition. The two phrases include some recognizable material and some varied material (i.e. taking ideas up an octave).

One of My Favorite Melodies

  • Find one of your favorite melodies at Hook Theory Tab Index of Songs
  • Embed a clean version of this song from YouTube
  • In writing, describe why you like this melody, and identify the musical key, tonic note, and tension notes
  • What do you notice about the note structure/pattern of the theme of the melody?
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

My Second HookTheory Melody

  • Place a screenshot of the melody notes on HookTheory
  • Link to a .mp3 file of your second melody from HookTheory
  • Write a brief reflection about this melody. What do you like about it?
    • Where did you raise tension or suspense in the melody?
    • Where did you resolve tension in the melody?
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

What I Learned & Problems I Solved

  • Write what you LEARNED from the research, analysis, and melody creation parts of this project
  • Explain how you SOLVED AT LEAST ONE PROBLEM
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM

Resources

Solo Film #3 Production Project (Structure) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Blah

Blah

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Solo Film #2 Production Project (Story) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Story Circle

Written Treatment

Celtx.com Script

PRODUCTION – ACTION

Film

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Solo Film #1 Production Project (Analysis) TEMPLATE

SUMMARY

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Film Clip to Copy

Reverse Storyboard

PRODUCTION – ACTION

Student Copy of Film Clip

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-evaluation of Final Version

Grammar and Spelling

Blog Post Editor

PRODUCTION CHECKLIST FORMS

Audio Recording Sound Safari TEMPLATE

Summary

  • In a small paragraph, write what you DID for this project

Audio Terms and Definitions

  • Sound Wave
    • A vibrational disturbance that involves the mechanical motion of molecules transmitting energy from one place to another.
  • Compression
    • Reducing a signal’s output level in relation to its input level to reduce dynamic range.
  • Frequency
    • The # of times per second that a sound source vibrates, is expressed in hertz (Hz).
  • Hertz
    • Unit of measurement of frequency; numerically equal to cycles per second (cps).
  • Infrasonic
    • The range below the frequencies is audible to human hearing.
  • Ultrasonic
    • The range above the frequencies of human hearing.
  • Pitch
    • The subjective perception of frequency – the highness or lowness of a sound.
  • Fundamental
    • The lowest frequency a sound source can produce. In other words, it is also called the first harmonic or primary frequency which is the lowest, or basic, pitch of a musical instrument.
  • Sound Frequency Spectrum
    • The range of frequencies audible to human hearing: about 20 to 20,000 Hz.
  • Octave
    • The interval between the two frequencies that have a tonal ratio of 2:1.
  • Bass
    • The low range of the audible frequency spectrum; is usually from 20 to 320 Hz.
  • Midrange
    • The part of the frequency spectrum to which humans are most sensitive; is the frequencies between roughly 320 Hz and 2,560 Hz.
  • Treble
    • The frequency range between roughly 5,120 Hz and 20,000 Hz, the highest two octaves audible to human hearing in the sound frequency spectrum.
  • Equalization
    • A signal-processing device that can boost, attenuate, or shelve frequencies in a sound source or sound system.
  • Amplitude
    • The magnitude of a sound wave or an electric signal is measured in decibels.
  • Decibel (dB)
    • A relative and dimensionless unit to measure the ratio of two quantities.
  • Wavelength
    • Distance between two peaks of a wave
  • Velocity
    • Speed in a given direction
  • Harmonic
    • Is a multiple of the fundamental frequency
  • Phase
    • Factor in the interaction of one wave with another, either acoustically or electronically

– Audio terms and definitions from Wikipedia

Voice Recording

  • Embed an image of the recording (including the mic placement)
  • Embed audio file from Google Drive or SoundCloud.com

Outdoor/Environment Recording

  • Embed an image of the recording (including the mic placement)
  • Embed audio file from Google Drive or SoundCloud.com

Instrument Recording

  • Embed an image of the recording (including the mic placement)
  • Embed audio file from Google Drive or SoundCloud.com

What I Learned & Problems I Solved

  • Write what you LEARNED
  • Explain how you SOLVED AT LEAST ONE PROBLEM
  • Link to a tutorial you followed

Resources

Making Motives with Triads TEMPLATE

Summary

  • In a small paragraph, write what you DID for this project

Melody Terms and Definitions

In music, a triad is a set of three notes (or “pitch classes“) that can be stacked vertically in thirds.[1] The term “harmonic triad” was coined by Johannes Lippius in his Synopsis musicae novae (1612). Triads are the most common chords in Western music.

When stacked in thirds, notes produce triads. The triad’s members, from lowest-pitched tone to highest, are called:[1]

    • The root
    • The third
    • The fifth

– Triad definition from Wikipedia

  • Theme – a longer, more flowing melodic idea
  • Motive – a short, rhythmic idea
  • Period – 8 (ish/around 8) measures of music
  • Phrase – 4 (ish/around 4) measures of music
  • Antecedent (Question or First) Phrase – sets the music up and leads you to expect something
  • Consequent (Answer or Second) Phrase – releases the tension built up by the first phrase
  • Scale Degrees:
    • Tonic Scale Degree – the note that begins and ends the scale, the note that releases the tension, one scale degree that creates a feeling of stability and resolution.
    • Supertonic, Mediant, and Submediant Scale Degree – scale degrees with a moderate level of tension useful for transitioning and carrying on an idea
    • Dominant, Subdominant, and Leading Tone Scale Degree – the notes that build tension, several scale degrees that create a high level of tension/the need to resolve the tonic
  • Steps – any movement using half or whole steps
  • Leaps – any movement using intervals larger than a whole-step
  • Conjunct motion –  melody built primarily out of steps that move smoothly (example: moving in a scale)
  • Disjunct motion – melody built primarily using leaps
  • Repetition (the god particle of music) – use repeated material to create a link between the two phrases of a period
  • Contrast – write two phrases that contain contrast material to create tension and interest
  • Variation – halfway between repetition and contrast. The two phrases include some recognizable material and some varied material.

Composition term definitions from Dr. Henke’s video:  How to Write a Melody

My Motives

  • Upload & link or embed at least three .mp3 from SoundCloud.com or your Google Drive

Feedback

  • Write a few comments from other students or advisory members
  • Cite the person who shared the comment
  • Only use first names

What I Learned & Problems I Solved

  • Write what you LEARNED
  • Explain how you SOLVED AT LEAST ONE PROBLEM
  • Link to a tutorial you followed

Visual Story Structure Research TEMPLATE

Seven Visual Story Components

Cue Notes
  Space
  Line and Shape
  Tone
  Color
  Movement
  Rhythm
   

Summary

 

Resources