We’ve studied sound, and we’ve studied visuals, and in this project you get to combine the two. Because video/film has many layers of meaning-making potential, I have chosen a small film that we will do in groups so that we can better synthesize our thinking.
One script three ways: To explore the relationship between sound and vision, as a class, we will choose a single script. Using the exact same words in each, groups will make three completely different films.
Groups will have time in class to plan, film, edit, and start their rationales. While in-class time is scheduled, depending on how much time you need, you may need to meet out of class. Plan accordingly.
After watching each, we will discuss the two versions and ask:
- How different was the meaning of the same lines depending on how they are delivered and the visuals that accompanied them?
- What were the rhythms of the two films, how did silence, music, and/or additional footage between lines to change their meaning?
- How did shot distance and angle within different scenes affect the film as a whole?
- Did the video effectively communicate a theme, moral, genre, or argumentative point?
- Did the video use music, sound effects, and vocals in ways that furthered the goals of the film?
- Did video filming show sensitivity to perspective, setting, and other important features of space in which it was shot?
- Did the video use actors/interviews, graphs, animations, or other visual elements appropriately for the topic?
- Do the videos present a unique retelling of a group-selected script?
- Was the film and its topic introduced effectively?
- Did the group explain the goal of each project?
- Were the films completed and shown to the class?
- Did each group member take part in explaining the choices and/or answering questions?
- Did the group field questions effectively and remain receptive to feedback?
- Did the rationale explain the central goals of the film?
- Did the rationale explain in sufficient detail the main visual elements of the film and how they furthered the film’s goals?
- Did the rationale justify the visual elements of the film?
- Did the rationale explain and discuss editing, filming, and production choices in terms of the film’s use of sound?
- Did the rationale justify the auditory elements of the film through the appropriate readings about sound?
- Were the auditory theories discussed in the paper contextualized and summarized in sufficient detail?
- Did the rationale explain how visuals and sound were sequenced in the film in ways to support the film’s goals?
- Did the rationale explain the sequencing of visuals and sound using the appropriate theories?
- Was the rationale effectively organized?
- Was the rationale properly formatted and written without grammar and spelling mistakes?