On the way to hands-on video inquiry and production pedagogy…
First, here is the folder to upload your video clip(s). Please ensure you attend to the ‘possibilities at hand’ when filming the clip (Toronto street art — whatever that means to you). Try to ‘shoot’ for a 5-10 second clip. However, what you record (the variable of duration) may be influenced by context and your compositional or aesthetic choices (as well as choices within the software editor). Consider using your card decks as provisional ‘ideational’ resources.
Second, if you wish, feel free to upload an audio file (Mp3 or .Wave) with an original soundwork composition (music, environmental sounds, voice work etc). It could be however that the ‘background’ sound/noise on your video will be central to the aesthetics or meaning of your video clip, too.
https://drive.google.com/drive/folders/1Gc6UO5_9RZ13Ajqjq-HyOgqGZQ0QgBpL?usp=drive_link
This folder (google drive) will be our stock of resources for making in two weeks. If you end up filming some B-stock footage, well, create a sub-folder and drop it in there.
Production 5 is invites you to 1) select a semi-robust video editing tool (e.g., iMovie, or PC/Windows based editor) and 2) familiarize yourself with the environment by experimenting with the tool/interface, locating supporting resources, and ‘improvising’ in the key described by Ingold ; 3) and as you learn, document the process – and put some documentation of ‘aha’ learning moments or challenges (use two-three screen shots with some explanatory text, and/or upload video clips/screen capture) on your site.
The process should include using a video clip(s), images and a audio file (MP3, .wav) in the editing system; exploring different ‘tool affordances’ (text and title tools), and documenting new terms that are tied to the practice of editing. How do the editing tools work? What tools are available for adding sound or soundtrack, controlling or mixing volume(s)? What kind of special effects, corrective features, or style filters on offer? How do system rules and ‘templates’ both support and limit possibilities of making and creativity? What does the system afford – or limit – in terms of technical and aesthetic possibilities?
Production 5 does NOT have an artefactual “product” output – though if you wish to post a video you created through the learning process, that is fine with me…
Simply document the process and include a list of features and growing ‘skills’ you have developed, and any identify new ‘terms’ (dissolve, fade, scrubber tool, Ken Burn effect, etc) associated with the practice of video editing. In short, are there ‘discourses’ or discourse practices (terminologies, uses of language) that are learned through this process?
No longer than 500 words. Not asking for deep reflection. Only close and specific documentation of what and how you learned. If you are not a novice, I expect you to engage the tool at a higher degree of complexity than your current facility or fluency, to document ongoing learning or more granular modes of uses the tools.
Second: As you explore and engage the tools, just jot down on paper cards or post-it notes all the things you need to know to make a ‘good’ video work, including technical criteria and artistic conventions — from the scripting process, the filming/production process, to the editing/post-production process. This should be done in conjunction with annotations for next week’s reading. We will use your cards in the next class meeting.
Common Tools
MAC >>> iMovie: https://www.apple.com/ca/imovie/
PC /Windows >>> Newer Windows systems have a video editing systems in PHOTOS or tools like Clipchamp. Older versions also have free video editing software. Research your version of Windows to locate the editing tool.
There are a number of free editors out there that may have a bit steeper learning curve than iMovie or Windows – including Davinci Resolve, Shotcut – though be careful of downloading just any “free” editor as some will post a watermark on videos.
PLEASE IGNORE ANY LINKS TO OTHER PRODUCTIONS BELOW