Tag line: A boy goes through a day in school filled with confusion. Questions: Did it covey confusion and stress? Did you understand it at all?
Feedback
“The point of view camera was remarkably smooth, not shaky at all. How did you do that? I would say it did, but personally I think it could have been cut a little faster in editing.”- Dylan Werts
“I think it did convey the emotions of online school, the only thing I’d say is it’s probably better to film horizontally”- Meredith Morgan
“It made sense what was happening throughout it. The camera was well done. The audio was very spontaneous and inconsistent, more ambiance throughout the whole thing would improve it a lot. Overall good job.”- Ellie Tetrault
“I think that you did a good job at making it seeming confused, but I think that filming horizontally may be better, also some of the shots seemed a little stretched out and a bit long, but overall, great work!”- Stuart Whitney
Shots that were suppose to put you in the eyes of a student (POV) and cuts to convey confusion and that everything is the same. Beginning wake pov, middle, get prepared, end school. A standard cut (first cut), a smash cut, jump cut, and a match cut (second cut), standard cut (3rd cut), fade in/fade out cut (fourth cut)
Intention Established and Documented: Confusion and Anxiety
Training Engaged and Documented (WeVideo.com): Shots that were suppose to put you in the eyes of a student (POV) and cuts to convey confusion and that everything is the same
Short Film with Beginning Middle and End (To help create basic edits): Beginning wake pov, middle, get prepared, end school
Basic Editing Techniques Used and Documented: A standard cut (first cut), a smash cut, jump cut, and a match cut (second cut), standard cut (3rd cut), fade in/fade out cut (fourth cut)
WHY
My cuts are suppose to show how waking up to the feeling of unmotivation feels, especial how it feels to me, and how the days feel to fast but also extremely slow
HOW
Create an autobiographical short film about your COVID learning experience (30 to 60 seconds) with at least 4 types of edits
This film will help us get to know each other and what we are experiencing a little better
No copyrighted material
ONLY student original work, including music
Edit with WeVideo.com
EXAMPLE
Set a creative intention
Make viewer ‘feel’ my COVID truth
Identify the tension
Daily COVID learning experience
Setting
School and stress
LOGLINE
A boy feels anxious and confused going through the day
Techniques to possibly be used
Standard Cut / Hard Cut – no meaning or feeling, immersive, advanced story
Series Jump Cut – pushes time forward, gives energy/urgency, cuts inside same shot, deliberate passing of time, similar to the montage
Montage – the passage of time, quick transformation by a character, underscored music (Rocky)
Cutting on Action – cut while the subject is in action: hard and fast, slow and deliberate (throwing something, turn, going through the door)
Smash Cut – abrupt, waking up from an intense nightmare, intense to quiet/quiet to intense
Fade In/Fade Out – Dissolving to or from black
Shot List (Use phone or Chromebook) Clips that I need to record (with phone or Chromebook)
21 seconds of POV walking
14 seconds of a waking up
6 seconds of staring
23 seconds of typing (fade to next scene)
18 seconds of class
8 seconds of end card
ASSESSMENT
RUBRIC for Preparation and Publication
PROFESSIONALISM: GOAL SETTING (Intention for the film)
TECHNOLOGY/PROFESSIONALISM: Blog portfolio publishing
WRITING: Complete sentences proper grammar and spelling
I don’t see anything except hard cuts, its nothing interesting but i like looking at a movie that’s not hailed as great for its directing
There were basic hard cuts to show Raymond’s character, and his detachment to what neurotypical people think is normal. He doesn’t make eye contact but the camera is always on him.
I learned that you don’t have to use crazy editing to make a compelling scene. This scene is very interesting to me and i love it, but its very bland in editing
Rule 1. EMOTION – Cut for emotion. Does the shot you cut continue the emotion/feeling? How will this cut affect the audience emotionally at this point in the film? Why is this the MOST important rule according to Walter Murch?
Rule 2. STORY – Advancing the story cuts. Do you understand what is happening? Does this edit move the story forward in a meaningful way?
Rule 3. RHYTHM – Cutting with rhythm. Does the cut happen at the RIGHT POINT? Is the cut at a point that makes rhythmic sense? Like music, editing has a beat. Timing is everything. If the rhythm is off, your edit will look sloppy, a bad cut can be ‘jarring’ to an audience. Try to keep the cut tight and interesting.
Rule 4. EYE TRACE – Lead with eye trace. Where is the viewer’s eye (not the actor’s eyes!) when you cut to the next shot? How does the cut affect the location and movement of the audience’s focus?
Rule 5. TWO DIMENSIONAL PLACE OF SCREEN / 180 DEGREE RULE / 2D placeof the camera – Recreate reality on screen. Is your cut logical to where the actors are? Follow the axis 180-degree line.
Rule 6. THREE DIMENSIONAL SPACE / CONTINUITY OF SPACE / 3D space – Physical space in a scene. Do the actors make sense in their space? Is the cut TRUE to established physical and spatial relationships? Similar to the 180-degree rule. Break this rule when you want to disorient your audience (The Shining).
Extra Rule 7. BREATHING SPACE – Allow your viewers time to ‘digest’ what they’ve seen before you move on to the next scene. When shooting a scene allow film / actor / interviewer time before and after / 5 second countdown / silent for 2,1