2.5 | Directing Shots Music Video (individual or partner)
- You are to produce a music video that showcases all the different types of shots from the Directing Shots Presentation – see below for the required shots.
- Create a storyboard of what your video story will be thinking about the various shots you are required to have. You must have your storyboard completed prior to filming.
- You can work alone or with a partner for this assignment. If you choose to work with a partner, you will work with one other person in this class. If you do work with a partner each person must upload the footage from your camera to complete their own edited piece for evaluation. The submissions will look similar, but not identical.
- You can repeat the various shot, however you must have at least one of each (10+ in total). If you are working with a partner then you must have at least two of each (20+ in total). You cannot use any shot for more than one of the required shots. Additional shots, angles, and movement can also be included in your video. The more varied shots you have, the more interesting your video will be.
- Pick an appropriate song that suitable for a Catholic School environment. Your song choice and completed storyboard or script must be submitted before you can shoot.
- The length of the video will be based upon the length of your storyline that will include all the required shots. Please try to keep it under 3 minutes; anything longer starts to get complicated and difficult to deliver in the short timeline of this assignment.
- The video cannot depict any suggestion of violence, killing, bullying, or anything that could be considered offensive to others and/or inappropriate in a Catholic School environment. Please use your discretion. If you have questions regarding this, please see me for clarification.
- You must follow all school rules for your video. Consult your Student Agenda if you are not sure of all the rules and policies. You should be in full uniform at all times while filming outside of the classroom. I am not marking you on costume etc. If you really need to shoot your video out of uniform then all shots must be done within the Comm Tech Class or Studio. Marks will be deducted for not following this requirement and/or could jeopardize you not filming outside of the classroom area.
- The music you choose should also be clean, appropriate, and not contain anything offensive. Just because you hear it on the radio does not mean it will be acceptable for our classroom use. If you are unsure of what is questionable then chances are it is, however, see me if you think you are still not sure. You your audio does not meet these requirements than you will be recieve ZERO for this element during evaluations.
- Since we are using another artist music for your video proper credit must be given in the credits of the artist, composer, record label, and any other details of who owns the rights to the music.
- See the copyright section below for more details on using copyrighted music in personal/school use videos.
- Since we are using another artist music for your video proper credit must be given in the credits of the artist, composer, record label, and any other details of who owns the rights to the music.
- All shots must be done within the school on the first floor only or between 1st and 2nd floor stairwells. Also, do not take the equipment outside in wet conditions. No filming inside washrooms/changerooms. Any space beyond the Library doors is a Public space, therefore you won’t be able to film there. Ask permission to shot in office, chapel, or other areas where you might cause a distraction.
- The equipment must always be in you or your partner’s hands. No other students are to ‘try’ or use your camera, or any other equipment at any time. Also, student's that are not from this class should not appear in your film unless you have arranged to videotape them outside normal school/class time. Failure of this rule will result in no use of school’s equipment.
- You are welcome to use your own equipment, however all shots must be done at school. This will allow all students to have the same advantage in their final work. Remember you can you the Chroma Key (Green Studio) to place yourself in any place or background you wish to create the illusion that you might need to convey in your story.
- You (and your partner) are the character(s) in the video. Do not add anyone else to your video. Also, all video footage must be setup and taped by you or your partner; not by another person (this is why you must use the tripod). Any footage that appears to be not shot by you or your partner will cost you marks. The exception would be me assisting you with difficult shots that you or your partner could not do alone.
- PLEASE NOTE: I know that this class crosses over into 3C Lunch and therefore it is tempting to hang out with friends who are on lunch. Remember that you are not on a lunch period, you are on a work period and should be using the time wisely.
- Please don't risk your privilege of leaving the class; since this is the consequences of not being on task.
- All shots should be done by you (or your partner) using the tripod or so steady that it appears that it was shot on the tripod (dolly). The stabilizer feature in Premiere Pro will help.
- Each required shot should be identified with a title to indicate what the shot is using a plain lower thirds title. All other shots do not need an identifier added to them.
- Refer below for a list of all the shots required.
- See Exemplar at bottom of this page to see previous student's work.
- All video will be edited using Premiere Pro.
- Your video must have music video titles (preset is located in Graphics titling)
- Scrolling credits will appear at the end of the video indicating who did what in your production using white Helvetica font with black background. Remember that acting is not a technical skill and will not be considered as a contribution to your creation.
- Your final piece must be submitted to the Dropbox with the Name file:
- YOURLASTNAME_FIRSTNAME_2.5.DIRECTING-SHOTS
- Hand submit your storyboard when you submit your final edit.
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The 10 Required Shots
Remember you must include 1 of each of these 10 required shots and no single shot can be considered for two required shots.
If you are working with a partner then you must include 2 of each of the 10 required shots.
If you are working with a partner then you must include 2 of each of the 10 required shots.
Exemplar
Helpful Videos on CONTINUITY, CAMERA MOVEMENT, Composition, and Framing
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INFORMATION on COPYRIGHT
CMEC Copyright Consortium July 2017
Education Ministers’ Policy Statement on Fair Dealing Ministers of education strongly support copyright The ministers of education comprising the Council of Ministers of Education, Canada (CMEC) Copyright Consortium1 believe that they play an important role in ensuring that educators comply with copyright law. As responsible stewards of copyright, ministers actively promote compliance with fair dealing in schools. |
Current copyright law strikes a good balance between the needs of Canadian students and the publishing sector
Five years ago, the federal government changed the Copyright Act to include “education” as a stated purpose in the “fair dealing” provision of the act. This approach gives students access to a wide range of material they need to obtain 21st-century learning outcomes. Education ministers view the current Copyright Act as good public policy that achieves an important balance between user rights and creator rights.
The Fair Dealing Guidelines were developed to ensure that teachers know how to apply fair dealing in the classroom
The Supreme Court of Canada has ruled that it is fair for teachers to communicate or make copies of “short excerpts” from a copyright-protected work for students in their classes without having to purchase a copy of the entire work for each student in a class. This decision recognizes that students bene t when teachers can use short excerpts for educational purposes, such as one article from a newspaper. When longer excerpts are used, such as more than a single chapter of a book, schools pay a fee or a copyright tariff.
The consortium developed the Fair Dealing Guidelines to help teachers understand the Supreme Court of Canada’s interpretation of how fair dealing applies in the classroom. It also developed an on-line tool— www.CopyrightDecisionTool.ca—that allows teachers to quickly see how fair dealing applies. The Fair Dealing Guidelines ensure consistent application of the Supreme Court decision and are relied on in schools, school boards, and ministries/departments of education across Canada (outside of Quebec) to determine whether particular dealings with copyright-protected works for others are “fair” or “unfair.”
The Fair Dealing Guidelines respect the rights of authors and publishers
Fair dealing does not mean that an educator can make unlimited use of any copyright-protected work without permission or payment. Fair dealing only permits the use of “short excerpts” for educational purposes. The Fair Dealing Guidelines describe “short excerpts.”
Canadian copyright law is aligned with copyright law around the world
The current Copyright Act and the Fair Dealing Guidelines place Canadian students on a level playing eld with students in other countries. For example, copying up to 10 per cent of a work or a single chapter of a book is considered to be fair dealing in other countries, including the United States.
Canadian students and creators can compete with the best in the world
Ministers want to ensure that Canadian students are able to access the very best educational content available. They believe that we have the capacity in Canada to compete on an international stage as well as to develop high-quality materials speci cally focused on Canada.
The challenge for developers and publishers of Canadian content is to stay current with advancing technology and new ideas about teaching and learning
The way textbooks and other resources are used in the classroom is very different from what it was even ve years ago. Many factors have affected textbook sales, including the adoption of semester teaching, declining enrolment in some areas, the longer lifespan of textbooks, increased use of the Internet and other electronic tools, increasing use of open access resources, the huge transition from print to digital learning resources, new media players like Google and Apple, more resource-based learning, and the development of Open Textbooks, as they have in Ontario.
The current Copyright Act works to support Canadian students without harming the publishing industry
Statistics Canada reported that the publishing industry in Canada showed an operating pro t margin of 11.7 per cent in 2014. Promoting a continued, vibrant publishing industry in Canada does not require a change to the fair dealing provisions that have been developed by the Supreme Court of Canada and Parliament.
Five years ago, the federal government changed the Copyright Act to include “education” as a stated purpose in the “fair dealing” provision of the act. This approach gives students access to a wide range of material they need to obtain 21st-century learning outcomes. Education ministers view the current Copyright Act as good public policy that achieves an important balance between user rights and creator rights.
The Fair Dealing Guidelines were developed to ensure that teachers know how to apply fair dealing in the classroom
The Supreme Court of Canada has ruled that it is fair for teachers to communicate or make copies of “short excerpts” from a copyright-protected work for students in their classes without having to purchase a copy of the entire work for each student in a class. This decision recognizes that students bene t when teachers can use short excerpts for educational purposes, such as one article from a newspaper. When longer excerpts are used, such as more than a single chapter of a book, schools pay a fee or a copyright tariff.
The consortium developed the Fair Dealing Guidelines to help teachers understand the Supreme Court of Canada’s interpretation of how fair dealing applies in the classroom. It also developed an on-line tool— www.CopyrightDecisionTool.ca—that allows teachers to quickly see how fair dealing applies. The Fair Dealing Guidelines ensure consistent application of the Supreme Court decision and are relied on in schools, school boards, and ministries/departments of education across Canada (outside of Quebec) to determine whether particular dealings with copyright-protected works for others are “fair” or “unfair.”
The Fair Dealing Guidelines respect the rights of authors and publishers
Fair dealing does not mean that an educator can make unlimited use of any copyright-protected work without permission or payment. Fair dealing only permits the use of “short excerpts” for educational purposes. The Fair Dealing Guidelines describe “short excerpts.”
Canadian copyright law is aligned with copyright law around the world
The current Copyright Act and the Fair Dealing Guidelines place Canadian students on a level playing eld with students in other countries. For example, copying up to 10 per cent of a work or a single chapter of a book is considered to be fair dealing in other countries, including the United States.
Canadian students and creators can compete with the best in the world
Ministers want to ensure that Canadian students are able to access the very best educational content available. They believe that we have the capacity in Canada to compete on an international stage as well as to develop high-quality materials speci cally focused on Canada.
The challenge for developers and publishers of Canadian content is to stay current with advancing technology and new ideas about teaching and learning
The way textbooks and other resources are used in the classroom is very different from what it was even ve years ago. Many factors have affected textbook sales, including the adoption of semester teaching, declining enrolment in some areas, the longer lifespan of textbooks, increased use of the Internet and other electronic tools, increasing use of open access resources, the huge transition from print to digital learning resources, new media players like Google and Apple, more resource-based learning, and the development of Open Textbooks, as they have in Ontario.
The current Copyright Act works to support Canadian students without harming the publishing industry
Statistics Canada reported that the publishing industry in Canada showed an operating pro t margin of 11.7 per cent in 2014. Promoting a continued, vibrant publishing industry in Canada does not require a change to the fair dealing provisions that have been developed by the Supreme Court of Canada and Parliament.