Video Projects

This video was created for a technology contest that our school participated in. The contest encouraged teachers to generate a video showing the effectiveness of demonstrating the use of technology in the classroom. The extent to which your entry demonstrates collaboration between students and teachers in creating the video. The overall creativity and spirit of your entry for a chance to win a Interactive classroom makeover. The skills and guidance I received at Empire State College enabled me to develop this movie.

Michelle Rutan Video Storytelling

Final Project Ken Ferree

At the beginning of the semester when this project was presented to us explaining that the project need to represent what we do or something about ourselves. Being a teacher’s assistant in technology for kindergarten to second grade I wanted to do something with the kids. A teacher approached me with a contest to show how you are integrating technology into your class or school and asked if I would help her create something to enter.

I had already created a website for the kindergarten children that they visit weekly to reinforce the letter and sound recognition of the week.

http://www.aldenschools.org/webpages/MRutan/letters.cfm

So we wanted to create an alphabet dictionary staring the children using the materials from the website to generate our video.

Mrs. Yates wanted to also incorporate the sign language skills the children learned along with letter recognition, and letter sounds.

For letter recognition we wanted to represent the letter large so the kids could relate to it. Mrs. Yates had large letter flash cards that she uses with the kids so we used them; I wanted the letters to spin in. She also uses sign language flash cards to practice the letter signs with the kids. She wanted the students to hold the flash card and sign the letter. She also wanted the students to produce the letter sound too.

Most alphabet dictionaries usually have A for Apple and that is it, we wanted to generate something more imaginative for the kids.

I wanted a simple background so the focus would be on the kids. My choice was a plain black backdrop to keep it simple. The lighting I used was lots of nature light along with the Florence lights in the ceiling. This seemed to light everything evenly. The camera I used was the Canon FS11 which I had very little experience using. Just by using the video camera on a regular basis you skills increase and improve so much. For the script we decided that we would have three children represent each letter. The first child would hold up the letter, (spin entrance) Now we have three children that will say the letter, make the letter sound. And sign the letter. We wanted the kids to be involved as much as possible. We now have one child hold up the sign card and sign the letter. We then added some movement to what the letter of the week stands for. Mrs. Yates’ husband is a musician in a band and writes music, he generated an upbeat tempo to “Twinkle Twinkle Little Star” for the video.

Of course the hardest part of this course was to learn and implement the techniques of editing. Spending hours in front of your computer learning how to use iMovie and integrating the steps into your project. Adding music, aligning vocals, cropping clips, adding transitions and themes, picture in picture and green screens are all pieces of iMovie that touched base with, but not necessarily used all actions.

The most important thing I learned was how important your planning stages are. If you are not organized your plan does not fall into place.

A B C Dictionary

My final project consisted of creating my own in-depth documentary with a storyline about ghost hunting for fund-raising. The film must be substance oriented and not just surface material. I had to submit a content proposal to my instructor. These things also had to accompany my documentary a script, storyboard, and a shot list. The story was not to be told only through verbal content, but a story told using camera shots, angles, exposures, lighting techniques from the information gathered from our textbook. The music I used enhances the storyline and theme, which was not just added for the sake of adding music. We could not use fancy transitions between scenes, could only use straight cuts or minimal use of fades every element put into the documentary must have a purpose. All production elements must be of your own creation any additional use of pictures, graphics, or music must be copyright free (no copyright infringements). Release forms for interviews must accompany video.

Final Project in Principles of Filmmaking

Michelle Rutan Principles of Filmmaking

Final Project Documentary Ken Ferree

You have been asked to create a TV commercial for some product. Create a storyboard for the projected commercial (six or eight frames) and be prepared to explain to the "client" how this commercial will help sell the product. Use Berger's example of the storyboard for the Levi's commercial (SB) and the campaign analysis of Reach Out, Reach Out and Touch Someone (SCC) as guides. Do a written analysis of the TV commercial addressing the basic design elements, the relationship between pictorial elements and words, the signs and symbols, the action or plot, the target audience, and the socio-cultural, political, or economic attitudes reflected in the advertisement.

My commercial is targeted towards the young athlete needing athletic footwear. The frames flash quickly showing young athletes and the footwear required for those sport. There is no narrator in this commercial. I use the narrative lines "No Matter What Your Sport" at the beginning of the commercial and ended the commercial with "We Got You Covered". I added spin and circle transitions to add a faster pace and add interest to the images. There is no humor, dialogue or conflict in this commercial. There is action in this commercial even though still images were used. Each athlete is participating in a sport showing action, quick clips with added transitions and upbeat music to get your heart pumping. The significance of the action is what Nike is all about: strong, fast pace, motivated and dedicated to being the best. The characters in the commercial are young, strong, motivated, dedicated and determined athletes that enjoy playing the game. The role they play in this commercial is entice other young athletes to purchase Nike footwear for their sport "No Matter What Your Sport". Their body action shows their determination and relationship to the sport, which generates the connection between the characters. The setting of this is based outside on various playing fields. The setting helps viewer determine what sport the athlete is playing. The athletic footwear are the props that are very important in this commercial to give the viewer an idea of what is available for each sport. There are seventeen shots which transition into quick cuts to generate speed. The close-up shots are used to focus in on the footwear. The colors that were used are prominently red and black to representing strength and power. The footwear was shot on a white background creating an exciting pop of the shoe.

Information that viewers already know to help sell the product is that most viewers know that there is a different shoe for each sport and Nike is banking on kids playing more than one sport and will need multiple pairs while this add reinforces that statement. Nike is a very popular brand promoting great athletes and their performance being a strong leader of athletic footwear. The various footwear shown in the commercial is high performance footwear used to play various sports to increase your game. I look at this commercial also as a way to keep kids healthy, child obesity is a major concern in society today so if we get kids outside and play they will be much better off.

As Berger says "the primary function of the commercial is to generate a response, to create "desire," not to convey information." (SIB 182)

"No Matter What Your Sport" "We Got You Covered" What this translates to is the sport isn't the concern, if you participate in a sport Nike has the shoe for you.

Attached is a PDF of my storyboard and also a link to the commercial I created for that storyboard.

Nike Commercial for Visual Literacy Class Project

I am a dreamer of being an all-star in Track and Field

I wonder if anybody thinks I can do it I hear the crowd cheering my name

I see the finish line down the last straight away I want that gold medal to be mine one day

I am a dreamer of being an all-star in Track and Field

I pretend to be the fastest man on earth

I feel the sweat dripping down my red face

I touch the cold glass if water on my hands

I worry that my grades won't be good enough to participate

I cry myself to sleep saying how did I not win the race

I am a dreamer of being an all-star in Track and Field

I understand practice makes perfection

I say great things to the other athletes

I dream that I be in the Olympics someday

I try my hardest to win the race I hope to be the best there will ever be

I am a dreamer of being an all-star in Track and Field

I Am

Michelle Rutan Visual Literacy

Week 7 - 9 Photographic Portrait Prof. O’Brien

The photograph is a picture and a picture is an interpretation of reality, not reality itself. The photographic portrait is no exception. Photographing people is dependent on the objective camera variables such as camera angles, viewpoint, lighting, pose, focus,and framing, and the subjective interaction between the photographer and the subject.You have been commissioned by a photography magazine to take portraits of your friends.

Before you begin, review Berger's discussion on The Problem of Objectivity (SB)and study the portraits by master photographer, Arnold Newmanhttp://www.pdngallery.com/global/en/professional/features/legendsV6Q5/intro.jhtml.Then take portraits in which you pose your subjects and try to capture their personality and character. Write a description of the problems and pleasantries of the experience.How well were you able to capture the personality and character of your subjects?Compare one of your photographs to a Newman portrait.When you decide to shoot a portrait there are a few things that need to be determined before shooting. First you need an idea, subject and a vision before you begin shooting. Second you must decide where your going to take the portrait and get permission if need. Scheduling is another issue that could give you problems. I really didn't have any problems when I shot these images. I shot three different portraits using various viewpoints and angles reflecting something about the person I photographed.(Berger 130)

Photo number one I went to an ophthalmologist office where a friend of mine is an optometrist, she fits individuals for glasses. My vision was to capture her in her work environment showing her authority surrounded by lots of frames (props). I feel the viewpoint works well with this image I used a wide-angle lens to shoot very close but I wanted to include as much background as I could to give you the feeling that you were in the office. The camera angle I used was shooting upon my subject to give her the position of power or superiority. I used the table to frame and balance the image. For the lighting I wanted a bright clean feel so I used an off camera flash bouncing off the ceiling along with the florescent ceiling lights. The foreground is slightly out of focus with a shorter depth of field to draw your attention to the subject. Lisa's personality and character represents a very nice person who would do anything for you but don't cross her or get on her bad side because she can be very tough.

My second image is of a photographer at his studio photographing a nine-month old little girl. As a photographer your personality has to change with each subject you shoot. In this image he is waving a large feather and tickling the little girl to get her to smile. This image I shot straight on giving you the feeling of being behind the camera.There is not a lot of background in this image and I didn't feel like it was need. I wanted the viewer to know what this mans job is. The framing of this image is not balanced it tends to have a heavier feel on the left side creating a strong domination figure. I used available light from the studio modeling lights to create a softer emotion.My third image was not a posed portrait but I feel this also is a portrait capturing the personality and character of this young pitcher. This represents what she is all about.In softball as a pitcher your arm feet and the pitchers mound all have to be aligned to produce a strike and I feel that I captured the intensity that she generates when pitching the ball. She is in her element.

In comparing my portrait to the image of Arnold Newman's portrait both images illustrate Newman's photographic style, referred to as environmental portraiture, he carried his camera and lighting equipment to his subjects, capturing them in their surroundings and finding in those settings visual elements to arouse their professions and personalities. Both images are showing in black and white telling a story. My image uses the shooting up angle to represent power where Newman's image was shot from above looking down on his subject putting him in a powerless or weak position. Both images give the appearance of a work environment. The framing of my image takes you from the point of the table and draws you back to the subject. Newman's image focuses on the subject while drawing your eyes back to the corner of the wall of shoes. The lighting in my image is very clean and bright where as Newman's is very drab and dirty expressing two different feelings. Each of these images represents a moment in time int he life of these individuals.

Berger, Arthur Asa. Seeing Is Believing An Introduction To Visual Communication. NewYork: McGraw-Hill, 2008.

Michelle Rutan Visual Literacy

Week 7 - 9 Photographic Portrait Prof. O'Brien

The photograph is a picture and a picture is an interpretation of reality, not reality itself. The photographic portrait is no exception. Photographing people is dependent on the objective camera variables such as camera angles, viewpoint, lighting, pose, focus, and framing, and the subjective interaction between the photographer and the subject. You have been commissioned by a photography magazine to take portraits of your friends.

When you decide to shoot a portrait there are a few things that need to be determined before shooting. First you need an idea, subject and a vision before you begin shooting. Second you must decide where your going to take the portrait and get permission if need. Scheduling is another issue that could give you problems. I really didn't have any problems when I shot these images. I shot three different portraits using various viewpoints and angles reflecting something about the person I photographed. (Berger 130)

My second image is of a photographer at his studio photographing a nine-month-old little girl. As a photographer your personality has to change with each subject you shoot. In this image he is waving a large feather and tickling the little girl to get her to smile. This image I shot straight on giving you the feeling of being behind the camera. There is not a lot of background in this image and I didn't feel like it was need. I wanted the viewer to know what this mans job is. The framing of this image is not balanced it tends to have a heavier feel on the left side creating a strong domination figure. I used available light from the studio modeling lights to create a softer emotion.

My third image was not a posed portrait but I feel this also is a portrait capturing the personality and character of this young pitcher. This represents what she is all about. In softball as a pitcher your arm feet and the pitchers mound all have to be aligned to produce a strike and I feel that I captured the intensity that she generates when pitching the ball. She is in her element.

Berger, Arthur Asa. Seeing Is Believing An Introduction To Visual Communication. New York: McGraw-Hill, 2008.