Visual Effects

UNDER CONSTRUCTION

Note: It is very strongly recommended that you complete the Animation Strand before you begin working on the Visual FX strand.

Learning Quests:

Quest 1:

    • Learn about some of the options by watching this compilation of various SFX/VFX techniques:
      • https://www.youtube.com/watch?v=xF4PGCvgVlg (19:32) Here are the various techniques demonstrated in this video:
        • Editing: Well-placed cuts can seamlessly create an illusion
        • Cinematography: Carefully choosing the angle of the camera to sell the illusion.
        • Special Make-up Effects & Props: Trick effect showing action, then faked prop, then edit the two shots together. (Remember, no guns, knives, or weapons are permitted in school productions.)
        • Dummy: We don't have a dummy at the HS TV Studio.
        • Puppets: We also don't have a puppet--but you might be able to make one?
        • Reverse Photography (running footage in reverse)
        • Production Design, including rotating rooms (again, this is likely outside of our possibility).
        • Forced Perspective
    • Not all effects are created in a computer. A short description of how one particular Jurassic Park effect was created: https://www.youtube.com/watch?v=-RbZGFLGV2A&list=PLMFGVXWuJ1C7Ev_TYKEQ-g1yvj3AXLUbM&index=50 (2:39)
    • Opening Title Sequences: Look at "Art of the Title" and this blog post to see some sample opening title sequence http://www.creativebloq.com/design/top-movie-title-sequences-10121014. Determine a specific focus for your studies. What is the effect that you want to create? In the best of all worlds (where we sometimes choose to live), your effect will work seamlessly in some broader production.

Quest 1 TASK:

    • You will do some research and some reading about the subject/effect(s) you select, then you will share your insights in a <<blog post>>. (At the end of your post, please cite your sources, posting authors, titles, and links to the sources you find.)
      • Don't forget to consult the shelves in the TV Studio's editing lab.
      • Especially useful might be the tutorials available within the Adobe suite. Alternatively, there are some free tutorials available online at Video CoPilot; however, these tutorials expect you to have a basic understanding (and sometimes an advanced understanding) of the application before you start. Please complete the first tutorials of the app BEFORE starting at Video CoPilot.
        • Also, please be aware that many of the tutorials available online expect that you have access to a plug-in. Plug-ins are coordinate programs that work with the primary application to achieve certain effects.
        • Mt. Lebanon High School currently owns no plug-ins. None. Be sure you choose a project that does not require anything beyond the basics of what is available through the app (After Effects or otherwise).
    • Your studies of the tools should take at least 5 class periods. Because of the nature of this strand, it is likely that your reading/research/training might take significantly longer. This includes both the time to find the material(s) and to read/watch/practice with them.
      • For this strand, you are going to select a technique or a tutorial that will play a prominent role in the video production that you create.
      • The video production should have a purpose beyond just the existence of the result of your studies. Who is your audience? What is the message? Choose the tutorial or the technique to support and match the goal of your video--don't choose the tutorial without consideration of how it will work with your project!
    • Consider looking for articles in magazines or journals, online tutorials or samples, chapters in books from the editing lab's shelves, or other resources. Your research should yield some new understanding of technique, or style. Also available for your perusal are the special features on DVDs that talk about how special effects have been achieved. Here's an example available from Variety Magazine's YouTube channel: http://youtu.be/mbi-I_dHo00?list=PLLx_Nt-I7ViqFj5ZKKty9HoYo-jJZS1NJ (4:12)

Production Quests:

Quest 2: Learning through Production

    • Apply your new understanding to the planning and creation of a short production. Your production does not have to solely be made of a visual effect shots, but it can contain several, if you desire.
      • Some project ideas include:
        • Creating a short production (maybe a horror movie?) or narrative?
        • Creating a show open (the images that come before the show)
        • Build a demonstration/instructional video that relies on VFX to explain a point. (This could be a joint project--you do the VFX segment while your partner works on the instructional part as part of the other strand.)
    • Create / Plan
    • Produce
    • Self-Assess / Track Alignment to AVP Standards

Quest 3: Screening and Reflection

    • Reflection
      • Post video and submit the video.
        • Upload the exported video to your Google Drive and share the link with Ms. Kramer
        • Uploading exported video to the "ZAN" Server (click on galaxy, then type Command-K, connect to the smb://multimediafiles/HSTVStudio server, and upload)
      • Reflect on the final product
        • Respond to the work
          • Complete the blue reflection form (available in links on left side of this page); make your own copy of the document; complete in your Google Drive, then share completed reflection with Ms. Kramer.
          • Create a blog post (http://blog.mtlsd.org/MediaArts/) that demonstrates your reflection. As appropriate, please consider discussing the following:
            • How the production ended up being the way it is.
            • Strengths you see in the final work.
            • Weaknesses you hope to address in a revision or in future work.
            • Connect your work to other artists and other works
    • Screening
      • Screen the work for the class, sharing your insights and what you've learned through the process of producing the work. Moderate a discussion of your peers' positive comments and constructive criticism.

Quest 4: (Optional) Revise and re-release

    • Using your reflections and the reviews and comments of your teachers and peers, create and plan a revision of the work. Your revision must represent a major rethinking and/or reshooting of the project.
      • Minor changes are welcomed and encouraged on your submitted works; however, they will not qualify as a full revision.
    • Produce the revised work.
    • Screen the revised work in class (please note: you will not necessarily screen the revision on a regular screening day).
    • Connect: work with peers to discuss the improvements and recognize new strengths and possible weaknesses.